https://orcid.org/0000-0002-9884-9576
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ABSTRACT
The study examined the relationship between implicit theories of intelligence and psychosocial competencies (measured as adaptability, general mood, intrapersonal skills, interpersonal skills, and stress management), the differences in these competencies between gifted students and nonidentified gifted students, and typologies of these variables among 81 gifted students in grades 6–8. Findings indicated that malleable beliefs about intelligence were related to adaptability, general mood, and to a small degree total emotional intelligence. Gifted students had higher scores on adaptability (d = .51) compared to a normative sample and lower scores on intrapersonal skills (d = −.30). Hierarchical cluster and discriminant function analyses yielded three distinct clusters indicating within-group differences, with Cluster 1 showing lowest scores on all measured scales. Findings imply how the interplay of psychosocial variables facilitates talent development.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Emily L. Mofield
Dr. Emily L. Mofield is an assistant professor in the College of Education at Lipscomb University. Her research focuses on psychosocial skills, curriculum development, and collaborative teaching practices in gifted education. She recently coauthored Collaboration, Co-teaching, and Coaching in Gifted Education (with Vicki Phelps), recognized as NAGC 2021 Book of the Year. Her work on psychosocial skills with Megan Parker Peters has been recognized with the 2019 TAGT Legacy Award for Teaching Tenacity, Resilience, and a Drive for Excellence and the NAGC 2016 Hollingworth Award. She is also the recipient of the 2019 Jo Patterson Award for contributions to the field of education in the state of Tennessee. Email: [email protected]
Megan Parker Peters
Dr. Megan Parker Peters is the Interim Associate Dean, an Associate Professor, and the Director of Accreditation, Assessment, and Research at Lipscomb University. She is a licensed psychologist and Nationally Certified School Psychologist. Dr. Parker Peters specializes in researching and assessing gifted and twice-exceptional learners. She is the co-recipient of the NAGC 2016 Hollingworth award and the 2017 recipient of the Jo Patterson Award for her contribution to gifted education in the state of Tennessee. She is the coauthor of Teaching Tenacity, Resilience, and a Drive for Excellence, which was awarded the 2019 TAGT Legacy award. She is also the immediate past-president of the Tennessee Association for Independent Liberal Arts Colleges of Teacher Education. Email: [email protected]