Page 37 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 37
Exploring Dutch Students’ Implicit Theories of an Intelligent Person
reach their goal. They tend to attribute negative outcomes to others, in order
to protect their image and own self-worth.
Sternberg (2002, 2007) mentioned the impact of cultural context on im-
plicit theories, especially concepts of intelligence. Some cultures, for exam-
ple, do not pay much attention to conventional academic knowledge. Their
concept of intelligence focuses more on respect, initiative, or practical and
social skills.
Although every individual culture has its own characteristics, there are
quite significant differences found in implicit theories between Asian collec-
tivistic and Western individualistic cultures. Neihart (2014) pointed out that in
Asian collectivist societies the ‘successful learner’ – scoring well, but avoid-
ing challenges, therefore never reaching his/her potential – (Neihart & Betts,
2010) does not exist at all. Asian students cannot allow themselves to be com-
placent, according to Neihart. Having to fulfil their social obligations and
honour their parents, they have strong social reasons to achieve highly (Li,
2002). One might expect that social pressure leads only to extrinsic motiva-
tion, but Chen et al. (2009) argued that goals based on social expectations do
not reflect a lower form of motivation. The strong association between self
and their social roles furthered their intrinsic motivation. Another stimulat-
ing effect on learning is the attitude of the parents towards talent. Law (2009)
found that, in Hong Kong, parents attribute success to working hard, effort,
and the use of effective learning strategies, not to talent. Such an attitude
corresponds with a growth mind-set (Dweck, 2006).
Knowing the impact of culture on implicit theories, a closer look at Dutch
behaviour might be interesting. In the Netherlands, there is a popular say-
ing – ‘Just act normal, you’re acting crazy enough as you do!’ Is this saying
inadvertently influencing our students to avoid excellence? Another Dutch
saying, – ‘Do not stand out from the crowd’ – depicts the Dutch, though hav-
ing high regard for talented sportsmen and pop musicians, somehow do not
appreciate others showing off their talents. Those who do are, in these in-
stances, quite often seen as being arrogant instead.
Boekaerts (2003) investigated adolescence in Dutch culture. When asked
to make statements of deep personal desires, students mentioned: ‘I want to
make the grade, I want to get a part time job, I want to be a happy person,
I want my peers to like me, I want to be treated fairly, and I want to go out
with peers’ (p. 112). When asked about what they strongly wished to avoid,
they mentioned, ‘I want to avoid being a nerd, I want to avoid humiliation,
and I want to avoid self-blame’ (p. 112). Observantly, these young people were
putting a lot of effort into social life, image, and a job, ultimately having little
35
reach their goal. They tend to attribute negative outcomes to others, in order
to protect their image and own self-worth.
Sternberg (2002, 2007) mentioned the impact of cultural context on im-
plicit theories, especially concepts of intelligence. Some cultures, for exam-
ple, do not pay much attention to conventional academic knowledge. Their
concept of intelligence focuses more on respect, initiative, or practical and
social skills.
Although every individual culture has its own characteristics, there are
quite significant differences found in implicit theories between Asian collec-
tivistic and Western individualistic cultures. Neihart (2014) pointed out that in
Asian collectivist societies the ‘successful learner’ – scoring well, but avoid-
ing challenges, therefore never reaching his/her potential – (Neihart & Betts,
2010) does not exist at all. Asian students cannot allow themselves to be com-
placent, according to Neihart. Having to fulfil their social obligations and
honour their parents, they have strong social reasons to achieve highly (Li,
2002). One might expect that social pressure leads only to extrinsic motiva-
tion, but Chen et al. (2009) argued that goals based on social expectations do
not reflect a lower form of motivation. The strong association between self
and their social roles furthered their intrinsic motivation. Another stimulat-
ing effect on learning is the attitude of the parents towards talent. Law (2009)
found that, in Hong Kong, parents attribute success to working hard, effort,
and the use of effective learning strategies, not to talent. Such an attitude
corresponds with a growth mind-set (Dweck, 2006).
Knowing the impact of culture on implicit theories, a closer look at Dutch
behaviour might be interesting. In the Netherlands, there is a popular say-
ing – ‘Just act normal, you’re acting crazy enough as you do!’ Is this saying
inadvertently influencing our students to avoid excellence? Another Dutch
saying, – ‘Do not stand out from the crowd’ – depicts the Dutch, though hav-
ing high regard for talented sportsmen and pop musicians, somehow do not
appreciate others showing off their talents. Those who do are, in these in-
stances, quite often seen as being arrogant instead.
Boekaerts (2003) investigated adolescence in Dutch culture. When asked
to make statements of deep personal desires, students mentioned: ‘I want to
make the grade, I want to get a part time job, I want to be a happy person,
I want my peers to like me, I want to be treated fairly, and I want to go out
with peers’ (p. 112). When asked about what they strongly wished to avoid,
they mentioned, ‘I want to avoid being a nerd, I want to avoid humiliation,
and I want to avoid self-blame’ (p. 112). Observantly, these young people were
putting a lot of effort into social life, image, and a job, ultimately having little
35
