Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students’ beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents’ intelligence and effort beliefs were related to students’ corresponding beliefs. Furthermore, parental feedback was associated with students’ beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students’ appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed.

尽管有假设认为有天赋的学生有采用固定思维方式的风险，但研究显示结果不一致。我们旨在通过区分天才的两种操作化（高认知能力和作为天才的正式识别）以及这些与学生对智力和努力的信念的关系来澄清这一点。此外，我们还研究了父母先例对学生信念的作用。参与者是 3,329 名七年级学生及其家长。只有被贴上天才的标签与采用固定的思维方式有关。关于父母的前因，父母的智力和努力信念与学生的相应信念有关。此外，家长反馈与学生的信念相关，这在使用学生反馈报告时最为明显。尤其，以人为本的反馈与固定的思维定势正相关，与学生对努力在学业成绩中的作用的欣赏负相关，而以过程为导向的反馈则表现出相反的模式。讨论了理论和实践意义。