ScholarWorks@숙명여자대학교

초록

The purpose of this study was to examine the longitudinal relations between general and science mindsets based on the multidimensionality and domain-specifity of gifted learners’ mindsets. Additionally, the study aimed to provide practical implications regarding which dimension and domain of mindsets should be predominantly supported. To this end, general and science mindsets-both fixed and growth-were assessed among 610 elementary school students (5th and 6th grades) who participated in online gifted education provided by a University’s Gifted Education Center and an autoregressive cross-lagged analysis was conducted. As a result, there is a reciprocity between a general growth mindset and a science growth mindset over time. In particular, the predictability of a prior general growth mindset to a later science growth mindset was greater than that of a prior science growth mindset to a later general growth mindset. This suggests that, from an efficiency perspective, it is important to prioritize support for the belief in the malleability of general intelligence. Furthermore, the findings indicated that a growth mindset can subsequently reduce a fixed mindset or enhance a growth mindset, while a fixed mindset tends to reinforce itself over time. This underscores the importance of fostering a growth mindset regardless of the domain. Moverover, at all time points, a science-specific growth mindset was shown to strengthen a general growth mindset later on. This highlights that, from a sustainability perspective, supporting the belief in the malleability of scientific abilities may be more effective in promoting desirable intelligence mindsets among gifted learners.

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