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 < .0001; Doubt of Action, β = .28, p < .0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, β = .35, p < .0001, and Organization, β = .21, p = .001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.

中文翻译：

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了解成绩不佳：天才学生的心态、完美主义和成就态度

目前的研究比较了天才的后进生 (n = 15) 和天才成就者 (n = 15) 之间关于智力的心态信念 (固定与增长)、完美主义的维度 (对错误的担忧、对行动的怀疑、个人标准、组织) 和成就态度之间的差异 ( n = 169) 在 6 到 8 年级，并检查了心态信念和完美主义维度之间的关系。与有天赋的成就者相比，有天赋的后进生对智力有更高的固定心态信念 (d = .79)，在组织上的得分较低 (d = -1.01)，以及较低的自我调节/动机 (d = -1.17)。这些因素在预测成就状态的逻辑回归模型中也具有统计学意义。此外，对于天才学生的整个样本（N = 264），固定心态信念预测了评价关注完美主义的两个维度（关注错误，β = .35，p < .0001；行动怀疑，β = .28，p < .0001），而成长心态信念预测了积极努力的两个维度完美主义（个人标准，β = .35，p < .0001，组织，β = .21，p = .001）。我们的研究结果更清楚地说明了成就不足、完美主义、智力的内隐理论和成就态度之间的关系，为情感干预提供了指导。