Category: Poster

50 - Middle School Students’ Beliefs about Intelligence and Giftedness: Adjusting Growth Mindset Interventions

Saturday, Nov 11
12:00 PM – 1:00 PM

Developmental motivation research has shown that students start developing a stable and mature conception of intelligence around the age of 12. At the same time, their achievement motivation often starts to decline during middle school. Therefore, this session focuses on middle school students’ beliefs about intelligence and giftedness. We provide evidence-based tools on how to stimulate a growth mindset with this particular age group, by presenting our adapted version of the Mindset Works© institution’s intervention.

Ophelie Desmet

PhD student
Purdue University
West Lafayette, Indiana

Ophélie Desmet is a doctoral student in Gifted, Creative, and Talented studies at Purdue University and has worked with gifted and talented kids since 2012 as a counselor and teacher. She co-authored a book on how to deal with gifted underachievement. Her research focusses on educational effectiveness and teacher development related to underachievement, creativity, twice-exceptionality and underrepresented groups.

Dongyao Tan

graduate student
Purdue University
West Lafayette, Indiana

I am a doctoral student in educational psychology at Purdue University. My area of specialization is achievement motivation. Specifically, my research interests include students’ and pre-service teachers’ intelligence beliefs, and the impact of classroom learning environment on students’ motivation. My research is mainly guided by two theories: self-determination theory and mindset theory.

Mike Yough

Assistant Professor
Oklahoma State University
Stillwater, Oklahoma

Mike Yough (Ph.D., Ohio State University) an Assistant Professor and Coordinator of the Educational Psychology program at Oklahoma State University. His research interests are teacher beliefs and social cognition and their effects on student motivation—especially for those students who differ from themselves in terms of linguistic and cultural background. Specific areas of interest include teachers’ sense of efficacy, teachers’ sense of responsibility, social perspective-taking, and sense of school belonging.