2019/04/08 by Emily Mofield, Megan Parker Peters · 1 citation
Psychology · #Academic achievement #Action (physics) #Developmental psychology #Education, Achievement, and Giftedness #Mindset #Motivation and Self-Concept in Sports #Multilevel model #Need for achievement #Perfectionism (psychology) #Perfectionism, Procrastination, Anxiety Studies #Psychological intervention #Psychology #Social psychology
paper · doi:10.1177/0162353219836737
crossref issued 2019/04/08 · crossref published 2019/04/08 · crossref published-online 2019/04/08 · openalex publication_date 2019/04/08 · crossref created 2019/04/08 · crossref published-print 2019/06/01 · openalex created_date 2025/10/10 · crossref deposited 2026/04/29 · openalex updated_date 2026/07/17 · crossref indexed 2026/08/06
The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers ( n = 15) and gifted achievers ( n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence ( d = .79), lower scores on Organization ( d = −1.01), and lower Self-Regulation/Motivation ( d = −1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students ( N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, β = .35, p