Research & Evaluation

Combined Concurrent

Shedding Light onto Vulnerabilities: A Comparison Study on Implicit Beliefs of Intelligence and Perfectionism

Saturday, November 11
9:45 AM - 10:15 AM
Location: 203 A

Dweck’s implicit theories of intelligence, popularized as mindsets, have become common jargon within education, including gifted education. Some have argued that gifted students may be vulnerable to fixed mindset beliefs and associated risk-avoidance because of ability-praise given to them. Does the gifted label lead to a fixed mindset, as some suggest? Is perfectionism more prevalent among gifted students? We present findings from our comparison study of levels of mindset and perfectionism among gifted, advanced, and typical students. Implications for addressing psychosocial skills and new research directions will be discussed.

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Megan Parker Peters

Assistant Professor
Lipscomb University

Megan Parker Peters, PhD, is an Assistant Professor and the Director of Teacher Assessment at Lipscomb University. She is co-editor of the National Association for Gifted Children’s (NAGC) Teaching for High Potential publication. Her current research interests include examining the impact of perfectionism on coping, the relationships among socioemotional factors and giftedness, and the academic and external factors that predict student success.

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Emily L. Mofield

Consulting Teacher for Gifted Education
Sumner County Schools

Emily Mofield, EdD is the Consulting Teacher for Gifted Education for Sumner County Schools, Tennessee. She leads her district through major gifted programming shifts, specifically in promoting differentiated instruction for advanced learners in both the the regular classroom and pullout settings. She is the co-recepient of the NAGC Hollingworth research award (with Megan Parker Peters) and is the co-author (with Tamra Stambaugh) on the published Advanced ELA Curriculum Series by Vanderbilt Programs for Talented Youth. She was recognized by the Tennessee Assocation of Gifted as Teacher of the Year in 2012 and has received multiple NAGC Currriculum Network Awards. She has also authored multilple research publications on the social emotional needs of gifted learners relating to achievement motivation and perfectionism. Currently, she serves as Chair-Elect of the Curriculum Studies Network for NAGC.

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