The implicit theories teachers hold about the gifted influence their perception of and behavior toward highly able students, thus impacting the latter's educational opportunities. Two persistent stereotypes about the gifted can be distinguished: the harmony hypothesis (gifted students are superior in almost all domains) and the disharmony hypothesis (giftedness implies maladaptive social behavior and emotional problems). The present study investigated whether teachers' implicit personality theories about the gifted are in line with the harmony or the disharmony hypothesis. Using an experimental vignette approach, we examined 321 prospective and practicing teachers' implicit personality theories (based on the big five personality framework) about students described along three dimensions (ability level, gender, and age, resulting in 8 different vignettes), controlling for teachers' age, gender, experience with gifted students, and knowledge about giftedness. Ability level had the strongest effect on teachers' ratings (partial η² = .60). Students described as gifted were perceived as more open to new experiences, more introverted, less emotionally stable, and less agreeable (all ps < .001). No differences were found for conscientiousness. Gender and its interaction with ability level had a small effect (partial η²s = .04 and .03). Thus, teachers' implicit personality theories about the gifted were in line with the disharmony hypothesis. Possible consequences for gifted identification and education are discussed.

Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people's socioemotional characteristics diverge. Most studies find the gifted to be similar or slightly superior to average-ability persons in these domains (“harmony hypothesis”). However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness (“disharmony hypothesis”), affecting highly able individuals and those around them, thus hampering individual development. To date, most studies on gifted stereotypes have examined selective samples, mostly teachers. The present study is the first to provide representative data on conceptions of gifted individuals in general. A brief survey of 1029 German adults assessed quality and prevalence of stereotypes about gifted individuals, without an explicit focus on children and/or adolescents. Latent class analysis (LCA) revealed two conceptions of giftedness, with twice as many “disharmonious” than “harmonious” raters. Male gender, single parenthood, unemployment, higher income or negative attitudes toward the gifted predicted disharmonious ratings. However, effects were small, suggesting future studies look deeper into the processes of stereotype formation and maintenance.

The disharmony hypothesis (DH) states that high intelligence comes at a cost to the gifted, resulting in adjustment problems. We investigated whether there is a gifted stereotype that falls in line with the DH and affects attitudes toward gifted students. Preservice teachers (N = 182) worked on single-target association tests and affective priming tasks. High intelligence was more strongly associated with gifted than with average-ability students. Adjustment problems were more strongly associated with gifted than with average-ability students for males only. Attitudes toward gifted students were neutral when no component of the DH was activated but were negative toward gifted males when adjustment difficulties were activated. Implicit associations and attitudes were in line with the DH—but only for male students.

Stereotyping of gifted students may not only hinder identification and actualization of potential but also personality development (“stigma of giftedness”). This is obvious in the case of negative stereotyping (e.g., the disharmony hypothesis, which sees gifted students as intellectually strong, but emotionally and socially inferior), but even overly positive stereotypes (e.g., the harmony hypothesis, which sees gifted students as superior in all respects) may prove harmful in that they put gifted students under pressure. In this study, we examined whether teachers’ conceptions of the gifted are in line with either of these stereotypes. In a between-subjects design using vignettes, 246 German teachers rated fictitious students varying in ability level (gifted/average), gender (girl/boy), and age (8/15 years) on intellectual ability, motivation, prosociality, and maladjustment. Strong measurement invariance across vignette types was demonstrated for all dimensions. A repeated-measures analysis of variance of latent factor scores of the four dimensions showed that teachers considered gifted students more able, but less prosocial and more maladjusted than average-ability students. Whereas higher intellectual ability is in line with empirical findings about the gifted, lower social ability and higher maladjustment are not. Implications for theory, research, and educational practice are discussed.

One important goal of education is to develop students' self-esteem which, in turn, hinges on their self-concept in the academic, physical, and social domains. Prior studies have shown that physical self-concept accounts for most of the variation in self-esteem, with academic and social self-concepts playing a much lesser role. As pressure toward perfection seems to be increasing in education, appearance, and social relationships (three aspects that relate to crucial developmental tasks of adolescence), the goal of the present field study was to examine whether former findings still hold true in the light of the changing societal context. A sample of 2,950 students from a broad range of German secondary schools (47% girls, age 10-19 years) responded to a recently validated German-language questionnaire assessing multiple self-concept facets (Weber and Freund, 2016). We examined which self-concept aspects predict selfesteem best and whether the pattern is comparable across genders and achievement levels using latent regression analyses. Results show that self-concept of appearance is still by far the strongest predictor (total sample: B = 0.77, SE = 0.02, p < 0.01) and that this is especially the case for girls and students from special educational schools. Other aspects play a much lesser role. The discussion explores why appearance is so neglected, compared to the more academic subjects, and what school can do to account for its vast importance for students' self-esteem.

Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one’s own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.

Zusammenfassung.  1968 stellte Baddeley ein ebenso schlichtes wie ökonomisches Instrument zur Erfassung von verbalem reasoning bzw. des logischen Schlussfolgerns auf Grundlage grammatikalischer Transformationen vor, welches eine Fähigkeitseinschätzung in nur 3 Minuten erlaubt ( Baddeley, 1968 ). Aufgrund grammatikalischer Besonderheiten der englischen Sprache ließ sich dieser bis heute angewandte Test (z. B. Chamorro-Premuzic & Furnham, 2008 ) jedoch nicht direkt übertragen. Wir stellen in diesem Artikel die deutschsprachige Weiterentwicklung des ursprünglichen Verfahrens vor. Der mini-q wurde von einer Stichprobe von insgesamt 478 Probanden, teils mit weiteren Intelligenzmaßen, bearbeitet. Item- und Skalenstatistiken belegen die Güte des mini-q. Die Ergebnisse zur Reliabilität und zur faktoriellen, konvergenten und kriterialen Validität zeigen, dass die deutsche Weiterentwicklung eine recht genaue Einschätzung von speeded reasoning in kurzer Zeit erlaubt. Der mini-q eignet sich damit als Screeningverfahren zentraler kognitiver Fähigkeiten in Erhebungskontexten, in denen wenig Testzeit zur Verfügung steht und/oder in denen kognitive Fähigkeiten zur Kontrolle miterhoben werden sollen.

No abstract