But, I don't think they polled the ES students to see whether being in the gifted program lowered their self esteem. That came from "Mindset".
Interesting extrapolation of the ills of a fixed mindset.
So, I REALLY like your question referring to whether students in the studies were working at their challenge level.
It was inspired by another poster
upthread.
This is also closely related to the question
upthread about the IQ ranges of the subjects in the studies, and whether the effects of fixed vs. growth mindset were different at various IQ ranges.
Which brings me to a point of disagreement with the book: On pp235-236, rather than encouraging appropriate curriculum and pacing at the child's ZPD for a child who is bored, there's a suggestion of making homework more challenging. Right there I began to wonder whether some of the "fixed" mindsets reported on might just be bored, tuned out, "gifted" underachievers who were not allowed to grow, learn, and develop their academic skills at a challenge level with support. All gifted kids do not have a fixed mindset.
