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The unique characteristics constituting giftedness make gifted students quite different from other same age peers and differentiate their psychological needs. School counselors have critical roles in providing effective and emotional assistance to those gifted students. School counselors' self-efficacy is an important factor in serving both gifted students and non-gifted students. Thus, the current cross-sectional study aimed to examine whether school counselors' knowledge and perceptions of the gifted students predict counselors' self-efficacy to work with this specific group after controlling for work experience. The sample comprised 118 Turkish psychological counselors actively engaged in psychological counseling practices in school settings in Elazığ, Turkey. As data collection tools, School Counselors' Knowledge, Perception, and Self-Efficacy Scales regarding gifted students, and a demographic form were used. Hierarchical regression analysis was applied to examine predictive associations. Results demonsrated that counselors' work experience, knowledge, and perceptions regarding gifted students were found as significant predictors and explained the 44% of the total variance in their self-efficacy to work with gifted students. By increasing self-efficacy levels of school counselors to work with gifted students and possibility of better counseling and assistance, the current study showed the importance of enhanced knowledge and perceptions towards gifted students. [ABSTRACT FROM AUTHOR]

There has been a long-standing debate among scientists as to whether intelligence is something innate, tangible, fixed, and relatively unchanging, or whether intelligence is not fixed and unchanging, but rather something that can be developed, dynamic, shaped, and strengthened with effort. Carol Dweck and her colleagues, who have focused their studies in this field, have developed the implicit theory of intelligence, which deals with this topic. According to the implicit theory of intelligence, which is based on people's beliefs about the nature of their intelligence, these beliefs are the perspectives on whether the intellectual abilities of individuals are fixed or whether they can be developed or not. Implicit theory of intelligence; expresses people's beliefs related to their intelligence as a structure consisting of two parts: the growth mindset and the fixed mindset. The implicit theory of intelligence see intelligence as ranging from either being stable, fixed, unchangeable, and innate (fixed mindset) or being improvable, dynamic, malleable, and could be changed by effort or hard work (growth mindset). This theory has been renamed as growth mindset in the recent period. Shortly, growth mindset interventions express that human abilities are not fixed and these abilities can be developed. However, as a result of a detailed search in the national literature, it has been determined that there is no study of growth mindset. Therefore, in this study, it is aimed to introduce growth mindset, whose effectiveness has been tested by many studies and evidence-based, especially to young researchers working in the academic field and field workers in Türkiye. [ABSTRACT FROM AUTHOR]

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