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Education Research International
Volume 2017 (2017), Article ID 4162957, 8 pages
https://doi.org/10.1155/2017/4162957
Research Article

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Faculty of Educational Sciences, University of Helsinki, P.O. Box 9, Siltavuorenpenger 5A, 00014 Helsinki, Finland

Correspondence should be addressed to Elina Kuusisto; if.iknisleh@otsisuuk.anile

Received 24 February 2017; Revised 18 June 2017; Accepted 4 July 2017; Published 7 August 2017

Academic Editor: Lieven Verschaffel

Copyright © 2017 Elina Kuusisto et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This article examines how school children and adolescents () perceive the nature of talent development. More particularly it is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students’ perspectives on talent development are related to their learning outcomes. Participants were students in elementary (), lower secondary (), and upper secondary school (). The results showed that students perceived the nature of intelligence as more malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences in students’ perceptions. By examining the relation between implicit beliefs and students’ academic achievements, it was found that growth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades. The results suggest that the relationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested.