Concordance and discordance in implicit beliefs about intelligence and giftedness *

Research concerning beliefs about the malleability of personal characteristics has recently turned to a focus on heterogeneity, including the exploration of moderators of intervention effectiveness and construct-specificity of implicit beliefs. This moving beyond a mean-level approach can provide insight into the differential types of implicit beliefs endorsed by individuals. In the current study, we used data from 163 pre-service teachers to explore heterogeneity in beliefs about intelligence and giftedness. Analyses from survey data suggest both concordance (dual-incremental, dual-neutral, and dual-entity) and discordance (entity-giftedness, incremental intelligence) in beliefs. Responses to a pictorial prompt also revealed belief heterogeneity regarding the participants? conceptual beliefs about how academic giftedness and intelligence relate. Findings suggest that pre service teachers endorse fairly construct-specific implicit beliefs about giftedness and intelligence, consistent with prior research among academically talented adolescents.