Page 49 - 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. 49
Exploring Dutch Students’ Implicit Theories of an Intelligent Person
this study is 14 years. Some drew themselves adding their name and ‘cleverest
child on earth.’ Is this a consequence of what Neihart (2014) calls complacent?
Or is this a consequence of missing adult role models in their life? This issue
requires further investigation.
In this research, participants attending first year Gymnasium or VWO+ (en-
riched academic secondary education, seventh grade,) were selected in or-
der to be able to compare our data with findings of Aljughaiman et al. (2012).
Research done by Boekaerts (2003) and the PISA test concerned students at-
tending the third year (ninth grade). A difference in mind-set could be ex-
plained as a consequence of a mind shift, however, it could also be a conse-
quence of difference in age. It would be interesting to follow up this research
in three years’ time. They will have reached an age more corresponding to the
research done by Boekaerts (2003) and will be legally allowed to have a job. A
study with a longitudinal design will allow researchers to monitor changes in
Dutch students’ implicit theories and to evaluate implemented recommen-
dations. This study provides new information regarding implicit theories of
an intelligent person held by Dutch students. For the future, a longitudinal
investigation of implicit theories of intelligence is planned. As teachers play
such a crucial role, sending out a lot of implicit messages, it would be inter-
esting to include their implicit theories in this research.
References
Aljughaiman, A., Duan, X., Händel, M., Hopp, M., Stoeger, H., &, Ziegler, A. (2012).
A cross-cultural study of implicit theories of an intelligent person. Turkish
Journal of Giftedness and Education, 2, 2–17.
Becker, J., & De Hart, J. (2006). Godsdienstige veranderingen in Nederland: Ver-
schuivingen in de de binding met de kerk en de Christelijke traditie [Religious
changes in the Netherlands: Shifting connections with the church and the
Christian tradition]. Den Haag, The Netherlands: Sociaal en Cultureel Plan-
bureau.
Belfiore, E., & Bennet, O. (2010). Beyond the ‘toolkit approach:’ Arts impact eval-
uation research and the realities of cultural policy-making. Journal for Cul-
tural Research, 14(2), 121–142.
Bilharz, T., Bruhn, R., & Olson, J. (2000). The effect of early music training on
child cognitive development. Journal of Applied Developmental Psychol-
ogy, 20(4), 615–636.
Blakemore, S. J., Wolpert, D., & Frith, C. (2000). Why can’t you tickle yourself?
Neuroreport, 11, 11–16.
Blakemore, S. J., & Mills, K. J., (2014). Is adolescence a sensitive period for socio-
cultural processing? Annual Review of Psychology, 65, 187–207.
Boekaerts, M. (2003). Adolescence in Dutch culture: A self-regulation perspec-
47
this study is 14 years. Some drew themselves adding their name and ‘cleverest
child on earth.’ Is this a consequence of what Neihart (2014) calls complacent?
Or is this a consequence of missing adult role models in their life? This issue
requires further investigation.
In this research, participants attending first year Gymnasium or VWO+ (en-
riched academic secondary education, seventh grade,) were selected in or-
der to be able to compare our data with findings of Aljughaiman et al. (2012).
Research done by Boekaerts (2003) and the PISA test concerned students at-
tending the third year (ninth grade). A difference in mind-set could be ex-
plained as a consequence of a mind shift, however, it could also be a conse-
quence of difference in age. It would be interesting to follow up this research
in three years’ time. They will have reached an age more corresponding to the
research done by Boekaerts (2003) and will be legally allowed to have a job. A
study with a longitudinal design will allow researchers to monitor changes in
Dutch students’ implicit theories and to evaluate implemented recommen-
dations. This study provides new information regarding implicit theories of
an intelligent person held by Dutch students. For the future, a longitudinal
investigation of implicit theories of intelligence is planned. As teachers play
such a crucial role, sending out a lot of implicit messages, it would be inter-
esting to include their implicit theories in this research.
References
Aljughaiman, A., Duan, X., Händel, M., Hopp, M., Stoeger, H., &, Ziegler, A. (2012).
A cross-cultural study of implicit theories of an intelligent person. Turkish
Journal of Giftedness and Education, 2, 2–17.
Becker, J., & De Hart, J. (2006). Godsdienstige veranderingen in Nederland: Ver-
schuivingen in de de binding met de kerk en de Christelijke traditie [Religious
changes in the Netherlands: Shifting connections with the church and the
Christian tradition]. Den Haag, The Netherlands: Sociaal en Cultureel Plan-
bureau.
Belfiore, E., & Bennet, O. (2010). Beyond the ‘toolkit approach:’ Arts impact eval-
uation research and the realities of cultural policy-making. Journal for Cul-
tural Research, 14(2), 121–142.
Bilharz, T., Bruhn, R., & Olson, J. (2000). The effect of early music training on
child cognitive development. Journal of Applied Developmental Psychol-
ogy, 20(4), 615–636.
Blakemore, S. J., Wolpert, D., & Frith, C. (2000). Why can’t you tickle yourself?
Neuroreport, 11, 11–16.
Blakemore, S. J., & Mills, K. J., (2014). Is adolescence a sensitive period for socio-
cultural processing? Annual Review of Psychology, 65, 187–207.
Boekaerts, M. (2003). Adolescence in Dutch culture: A self-regulation perspec-
47
