ABSTRACT
A fixed mindset has been associated with unhealthy perfectionism. Gifted students with a fixed theory of intelligence may not wish to risk their “giftedness” by performing poorly in competitive situations or on difficult tasks. Students with a fixed mindset do not associate effort with intelligence, and gifted students holding a fixed theory of intelligence may not see effort as contributing to their achievement. Global influence may account for unexpected findings in an increasingly connected world. Students need to hear the message that effort increases their ability. The key is to separate the recognition of the talent from the attribution for how the talent came to fruition. Researchers and practitioners have speculated on the possible negative effects of being able to earn high grades with limited effort, and a fixed mindset may be one of them. A challenging curriculum helps students learn to recover from setbacks and understand the importance of effort.
