Argumentation-based classroom interventions are a growing alternative for stimulating conceptual learning, thinking, and communicative skills. However, not all classroom argumentation is desired, nor does every argumentation design lead students to develop their abilities and understanding. In the educational literature, productive argumentation…

This study examines students' perceptions of personal growth by applying growth mindset principles through a grounded theory approach. Using qualitative data collected from interviews, the research focuses on beliefs about effort, responses to failure, feedback, and the malleability of intelligence. A theoretical sampling strategy, integral to…

Objective: The present research assessed the psychometric validity of the Implicit Theories of Intelligence Scale (ITIS). Also, the current study examined how growth mindset is associated with academic achievement and engagement. Methods: A sample of 538 Filipino undergraduate students with a mean age of 20.9 (SD = 2.2) took part in the study.…

Identity and agency are key to understanding student learning within classroom contexts. Utilizing figured worlds and local contentious practices as analytical frameworks, identity and agency are theorized as cultural practices that occur as part of the learning process in schools. Specifically, this article discusses self-authorship and the…

Differentiation of intelligence refers to changes in the structure of intelligence that depend on individuals' level of general cognitive ability (ability differentiation hypothesis) or age (developmental differentiation hypothesis). The present article aimed to investigate ability differentiation, developmental differentiation, and their…

In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg's proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific,…

Merrill Hiscock presents two criticisms of Clark's analysis of the Flynn effect. The first is that the authors worry too much about general ability and pay too little attention to multifactorial concepts of intelligence. The second applies not only to the Clark et al. paper but to the Flynn effect literature in general--namely, neglect of the…

In this article, I discuss two kinds of giftedness, transactional and transformational. "Transformational giftedness" is giftedness that is transformative. Transformationally gifted individuals seek positively to change the world at some level--in their own way, to make the world a better place. "Transactional giftedness" is…

One hundred years of research (1916-2016) on intellectually precocious youth is reviewed, painting a portrait of an extraordinary source of human capital and the kinds of learning opportunities needed to facilitate exceptional accomplishments, life satisfaction, and positive growth. The focus is on those studies conducted on individuals within the…