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Direct linkSnyder, Kate E.; Barger, Michael M.; Wormington, Stephanie V.; Schwartz-Bloom, Rochelle; Linnenbrink-Garcia, Lisa – Journal of Advanced Academics, 2013
The current study investigated whether the developmental timing of a student's identification as gifted (i.e., when a student is first identified) was associated with later implicit beliefs about intelligence, and whether this relation is moderated by academic ability. A sample of 1,743 high-ability college students reported on whether and when…
Descriptors: Talent Identification, Academically Gifted, Intelligence, Academic Ability
