Research concerning beliefs about the malleability of personal characteristics has recently turned to a focus on heterogeneity, including the exploration of moderators of intervention effectiveness and construct-specificity of implicit beliefs. This moving beyond a mean-level approach can provide insight into the differential types of implicit beliefs endorsed by individuals. In the current study, we used data from 163 pre-service teachers to explore heterogeneity in beliefs about intelligence and giftedness. Analyses from survey data suggest both concordance (dual-incremental, dual-neutral, and dual-entity) and discordance (entity-giftedness, incremental-intelligence) in beliefs. Responses to a pictorial prompt also revealed belief heterogeneity regarding the participants' conceptual beliefs about how academic giftedness and intelligence relate. Findings suggest that pre-service teachers endorse fairly construct-specific implicit beliefs about giftedness and intelligence, consistent with prior research among academically talented adolescents.

关于个人特征可塑性的信念的研究最近转向了对异质性的关注，包括探索干预有效性的调节者和内在信念的建构特异性。这种超越均值方法的方法可以洞悉个人认可的不同类型的隐性信念。在当前的研究中，我们使用了163名职前教师的数据来探索关于智力和天赋的信念的异质性。根据调查数据进行的分析表明，信念中的一致性（双增量，双重中立和双重实体）和不一致（实体赠与，增量智力）。对图片提示的回应还显示出参与者的信念异质性 关于学术天赋与智力之间关系的概念性信念。研究结果表明，职前教师认可关于天赋和智力的相当具体的建构性隐性信念，这与先前在学术上有才华的青少年中进行的研究一致。