Can Fixed versus Growth Mindset Theories of Intelligence and Chess Ability, Together with Deliberate Practice, Improve Our Understanding of Expert Performance?

Autor/inn/en	Tenemaza Kramaley, David; Wishart, Jocelyn
Titel	Can Fixed versus Growth Mindset Theories of Intelligence and Chess Ability, Together with Deliberate Practice, Improve Our Understanding of Expert Performance?
Quelle	In: Gifted Education International, 36 (2020) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tenemaza Kramaley, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429419864272
Schlagwörter	Intelligence; Games; Schemata (Cognition); Expertise; Drills (Practice); Ability; Performance; Competition + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Game; Spiel; Spiele; Cognition; Schema; Kognition; Expert appraisal; Fähigkeit; Fertigkeit; Achievement; Leistung; Wettkampf
Abstract	The expert performance theory by Ericsson et al. which maintains that deliberate practice can account for most of the variance in expertise studies is often posed as a strong scientific framework for research on giftedness. The current study explored relationships between performance, deliberate practice and mindset beliefs about intelligence and ability in chess play. Data were gathered through questionnaire survey from a sample of 21 participants at a chess tournament. Results indicate that those with a growth mindset for chess ability had longer serious study sessions and those with an intelligence growth mindset participated in more serious competitions. In light of this, educators should consider that a student's performance in their academic setting may be affected by a mindset category that they have not yet considered and in different ways. This could include, for example, 'mathematics' or 'examination performance' mindsets, among others. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01