%0 Journal Article
%T Mindset Misconception? Comparing Mindsets, Perfectionism, and Attitudes of Achievement in Gifted, Advanced, and Typical Students
%A Emily L. Mofield
%A Megan Parker Peters
%J Gifted Child Quarterly
%@ 1934-9041
%D 2018
%R 10.1177/0016986218758440
%X The study compared mindset beliefs, perfectionism, and achievement attitudes among gifted, advanced, and typical students in Grades 6 to 8 (N = 416) and explored the relationship between these variables. Welch¡¯s F tests revealed no statistically significant difference in growth or fixed mindset beliefs about intelligence among groups. Gifted and advanced students scored higher on Personal Standards (gifted, d = 0.68; advanced, d = 0.62) and Academic Self-Perception (gifted,d = 0.72; advanced, d = 0.58) compared with typical students. In hierarchical regression models, giftedness was a statistically significant predictor for Concern over Mistakes (¦Â = 0.20) and Personal Standards (¦Â = 0.27); both gifted (¦Â = 0.31) and advanced (¦Â = 0.17) status were statistically significant predictors for Academic Self-Perception. Various models showed a positive association between growth mindset and Positive Strivings Perfectionism and achievement attitudes and a positive association between fixed mindset and Evaluative Concerns Perfectionism. Findings suggest that gifted students are not more vulnerable to develop fixed mindsets
%K gifted
%K mindset
%K perfectionism
%K achievement attitudes
%K achievement motivation
%K implicit theories of intelligence
%K conceptions of ability
%U https://journals.sagepub.com/doi/full/10.1177/0016986218758440