Introduction
Growth mindset, as postulated by Dweck (2006), plays a critical role in shaping the cognitive and academic potential of gifted students. This study investigates the influence of cultural orientations on growth mindset among Chinese gifted college students, considering Hofstede’s (2011) theoretical models and the literature on intelligence and talent development.
Methods
We recruited 378 gifted students from ten universities in mainland China, identified through IQ tests (≥130), academic nominations, and participation in high-ability programs. Participants completed digital questionnaires based on Dweck et al.’s (1995) Growth Mindset Scale and Hofstede et al.’s (2010) Cultural Values Scale. Statistical analysis included Pearson correlation and hierarchical multiple regression, controlling for demographic variables.
Results
The results indicated that long-term orientation showed a significant positive correlation with growth mindset (r = 0.63; p < 0.001), while power distance (r = -0.59; p < 0.001) and uncertainty avoidance (r = -0.57; p < 0.001) correlated negatively. The dimensions of collectivism versus individualism and masculinity versus femininity did not demonstrate significant influence. Regression analysis confirmed that only long-term orientation was predictive of growth mindset (β = 0.44; p < 0.001), while power distance (β = -0.41; p < 0.001) and uncertainty avoidance (β = -0.39; p < 0.001) demonstrated negative effects.
Discussion
The findings suggest that culture plays an essential role in shaping the growth mindset of gifted students. Long-term orientation reinforces persistence and resilience, favoring the development of skills over time. In contrast, high power distance and uncertainty avoidance can restrict academic exploration and limit the acceptance of challenges. These results support theoretical models such as Gagné’s (1997) Differentiated Model of Giftedness and Talent and Ziegler’s (2005) Actiotope Model, emphasizing the dynamic interaction between culture and intelligence development.
Conclusion
This study reinforces the need to consider cultural factors in pedagogical interventions aimed at gifted students. Integrating cultural values, such as long-term orientation, can maximize the impact of educational programs and minimize the negative effects of cultural barriers. Future studies should expand the analysis to different cultural contexts and adopt longitudinal approaches to better understand the influence of contextual variables on the formation of growth mindset.
Reference:
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GAGNÉ, François. Differentiated model of giftedness and talent. Agate-Edmonton, vol. 11, p. 2-4, 1997.
ZIEGLER, Albert. The actiotope model of giftedness. High Ability Studies, vol. 16, no. 1, p. 35-56, 2005.
