How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Table 2

Factor loadings, communalities (h²), and percentages of variance for principal factors extraction and direct oblimin rotation on mindset items.

		Principal component analysis			Confirmatory factor analysis
Item	M (SD)				Standardized coefficients
Mindset about intelligence	4.19 (1.07); α = .803
(1) You have a certain amount of intelligence, and you really cannot do much to change it.	4.42 (1.26)	−.02	.82	.65
(2) Your intelligence is something about you that you cannot change very much.	4.09 (1.23)	.05	.84	.75	.81
(3) To be honest, you cannot really change how intelligent you are.	4.46 (1.29)	−.03	.79	.61	.81
(4) You can learn new things, but you cannot really change your basic intelligence.	4.03 (1.28)	.02	.77	.61	.73
Mindset about giftedness	3.60 (1.37); α = .931
(5) You have a certain amount of giftedness, and you really cannot do much to change it.	3.69 (1.51)	.88	.07	.84	.87
(6) Your giftedness is something about you that you cannot change very much	3.52 (1.49)	.93	−.01	.85	.89
(7) To be honest, you cannot really change how gifted you are	3.66 (1.54)	.89	.02	.81	.92
(8) You can learn new things, but you cannot really change your basic giftedness.	3.51 (1.50)	.92	−.07	.79	.86
Percent of variance		52.07	21.65

Based on confirmatory factor analysis the italicized item was omitted from further analysis; scale of 1–6, higher scores indicate a malleable view.