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

Table 5

Implicit beliefs about intelligence and giftedness among different age groups.

Age		Implicit beliefs about intelligence; α = .803		Implicit beliefs about giftedness; α = .931			Paired samples -test
			SD		SD
9-10	88	3.75	1.22	3.59	1.36	.601	t(87) = 1.364
11	68	3.79	1.32	3.71	1.35	.547	t(67) = .542
12	68	4.14	0.98	3.87	1.25	.291	t(67) = 1.631
13	73	4.63	0.93	4.04	1.25	.418	t(72) = 4.137
14	86	4.41	0.98	3.59	1.45	.390	t(85) = 5.462
15	76	4.42	0.82	3.56	1.45	.364	t(75) = 5.428
16	61	4.29	1.03	3.25	1.3	.311	t(60) = 5.868
17	44	4.09	0.96	3.09	1.21	.259	t(43) = 4.958
18-19	36	4.18	0.93	3.41	1.42	.423	t(35) = 3.467
Total	607	4.19	1.07	3.6	1.36	.403	t(606) = 10.949

, , and ; scale of 1–6, higher scores indicate a malleable view; age group 9-10 included ten students who were nine-year-olds and age group 18 included three students who were 19-year-olds; means sharing the subscripts differed statistically significantly () in pairwise comparisons conducted with Games-Howell’s test (a, b) and with Tukey HDS’s test (c).