Page 46 - 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. 46
die G. C. Malotaux-Christophersen, Sven A. C. Mathijssen, and Lianne Hoogeveen
Table 6 Scored Items in Pictures Made by Boys and Girls
Picture Boys Girls Total
n
n n
. .
Einstein . . .
. .
Glasses . .
. .
Formulae . .
Braces .
Smile .
cation.’ Protests were added to the picture to make clear that an intelligent
person cannot be recognized by his or her appearance (15 girls = 14.7, 2
boys = 1, total 17 = 7.5). ‘Nerd’ was added 4 times to the picture, once
together with the comment: ‘he is bullied.’ Four participants following Full
Time Gifted Education suggested adding an extra characteristic like: She is
always there for you when you need her, supportive, helpful, caring. One girl
drew a boy and a girl and another girl drew a person being a boy and a girl
at the same time.
Discussion
Because implicit theories of intelligence play a crucial role in our learning, in
this study gifted seventh graders attributions of characteristics and talents
to an intelligent person were studied, in order to investigate their implicit
theories of an intelligent person. Rated were the characteristics and talents
‘hardworking,’ ‘mathematically talented,’ ‘talented in science,’ ‘persistence,’
‘talented in technical skills,’ ‘creativity,’ ‘talented in languages,’ ‘talented in
computer sciences,’ ‘being imaginative,’ ‘liked by others,’ ‘being cooperative,’
‘talented in artistic areas,’ and ‘making friends easily.’ Differences in gender,
former primary education, geographical circumstances, and language spo-
ken at home were taken into account. A congruence in outcomes with results
gathered in Germany (Aljughaiman et al., 2012) was expected.
Boys as well as girls rated ‘hardworking’ and ‘persistent’ as a very impor-
tant characteristic of an intelligent person. Further investigation could clarify
whether this is a consequence of age, or of a mind shift having taken place
due to being educated in theories of Caroll Dweck (2006).
Around the age of ten, influences of negative gender-role stereotypes on
achievement of girls in mathematics become evident in a decreasing self-
efficacy and in avoidance of the subject (Händel & Ziegler, 2012). Apparently,
concerning mathematics and science, girls do not suffer any more from neg-
ative gender role stereotypes. Depicted females were envisioned as being as
44
Table 6 Scored Items in Pictures Made by Boys and Girls
Picture Boys Girls Total
n
n n
. .
Einstein . . .
. .
Glasses . .
. .
Formulae . .
Braces .
Smile .
cation.’ Protests were added to the picture to make clear that an intelligent
person cannot be recognized by his or her appearance (15 girls = 14.7, 2
boys = 1, total 17 = 7.5). ‘Nerd’ was added 4 times to the picture, once
together with the comment: ‘he is bullied.’ Four participants following Full
Time Gifted Education suggested adding an extra characteristic like: She is
always there for you when you need her, supportive, helpful, caring. One girl
drew a boy and a girl and another girl drew a person being a boy and a girl
at the same time.
Discussion
Because implicit theories of intelligence play a crucial role in our learning, in
this study gifted seventh graders attributions of characteristics and talents
to an intelligent person were studied, in order to investigate their implicit
theories of an intelligent person. Rated were the characteristics and talents
‘hardworking,’ ‘mathematically talented,’ ‘talented in science,’ ‘persistence,’
‘talented in technical skills,’ ‘creativity,’ ‘talented in languages,’ ‘talented in
computer sciences,’ ‘being imaginative,’ ‘liked by others,’ ‘being cooperative,’
‘talented in artistic areas,’ and ‘making friends easily.’ Differences in gender,
former primary education, geographical circumstances, and language spo-
ken at home were taken into account. A congruence in outcomes with results
gathered in Germany (Aljughaiman et al., 2012) was expected.
Boys as well as girls rated ‘hardworking’ and ‘persistent’ as a very impor-
tant characteristic of an intelligent person. Further investigation could clarify
whether this is a consequence of age, or of a mind shift having taken place
due to being educated in theories of Caroll Dweck (2006).
Around the age of ten, influences of negative gender-role stereotypes on
achievement of girls in mathematics become evident in a decreasing self-
efficacy and in avoidance of the subject (Händel & Ziegler, 2012). Apparently,
concerning mathematics and science, girls do not suffer any more from neg-
ative gender role stereotypes. Depicted females were envisioned as being as
44
