This study investigated middle school students’ beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes (n = 36) and one gifted class (n = 16) at a public school in the U.S. Midwest completed a survey and a vignettes task. Results revealed that participants associated intelligence with school and non-school intelligence, knowledge and learning, smartness, and motivation. They associated academic giftedness with intelligence, motivation, school achievement, and high ability. Participants were more certain young children could grow intelligence. Most participants endorsed incremental views of intelligence and giftedness. This was more evident in students holding an incremental belief about intelligence, and in non-gifted students. Gifted participants and those holding an incremental belief about intelligence placed more value on motivation and learning. Theoretical and practical implications were discussed.

中文翻译：

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中学生对智力和天赋的信念

本研究调查了中学生对智力的信念和不同年龄段智力发展的差异、对天才的信念和天才的发展，以及关于智力和天才的信念是如何相关的。来自美国中西部一所公立学校的两个普通班级 (n = 36) 和一个天才班级 (n = 16) 的 52 名八年级学生完成了一项调查和一项小插曲任务。结果显示，参与者将智力与学校和非学校​​智力、知识和学习、聪明才智和动机联系起来。他们将学术天赋与智力、动机、学业成就和高能力联系起来。参与者更确定幼儿可以提高智力。大多数参与者赞同关于智力和天赋的渐进观点。这在对智力持有渐进信念的学生和非天才学生中更为明显。有天赋的参与者和那些对智力持渐进信念的参与者更看重动机和学习。讨论了理论和实践意义。