超常儿童通常在智力、学术能力和创造力等方面超前发展，具有较大的潜力 成长为堪当国家重任的栋梁之材。但并非所有的超常儿童都能在成年后取得杰出 成就，有的甚至“泯然众人”。如何促进这些超常儿童的持续卓越发展，仍是亟 待解决的现实问题。心理定向（Mindset）作为儿童认识和理解个体属性（如智力、 人格等）的基本信念，能够影响儿童的学业成就甚至终身发展。同时，心理定向 是动态变化的、可塑的。因此，探究超常儿童心理定向的测量和特点，并据此挖 掘相应的教育策略，将为超常儿童的持续发展提供有益指导。 

目前，已有研究对于心理定向的内涵究竟应等同于狭义的内隐智力观（即智 力是否可变的信念）、还是广义的以内隐智力观为核心的意义系统（如成就目标、 努力信念、归因和反应倾向）尚有争论，对于意义系统各成分的界定也不清晰， 这为心理定向的测量带来了较大的挑战。同时，已有研究大多聚焦于普通儿童或 处境不利儿童，对超常儿童的关注较少，当面对具有较高差异性和独特性的超常 儿童时，学校常常缺乏基于实证的、科学有效的培养策略。 

基于此，本论文首先厘清心理定向的内涵和测量结构，据此开发心理定向的 测量工具，随后对超常儿童心理定向的特点及学校教育策略展开深入研究。共设 计三个研究及其系列子研究。 

研究一基于理论建构、多次师生访谈和三次测试，提出心理定向的内涵和测 量框架，进行测量工具的开发和信效度检验。 

研究二通过三个子研究探索超常儿童心理定向的特点：子研究一通过与普通 儿童（n = 326）的对比，探索超常儿童（n =180）在心理定向各维度上的特点及 性别和年龄特征；子研究二基于以个体为中心的视角，探索超常儿童心理定向的 异质性亚组特征；子研究三采用混合研究方法，对超常儿童进行任务测验（n = 62）和质性访谈（n = 12），探索不同心理定向类型的超常儿童在挫折情境中的 认知、情绪和行为反应。

 研究三通过三个子研究探索超常儿童心理定向类型的转化特点，并构建有效 的学校教育策略框架：子研究一对超常儿童（n = 120）进行为期三年的两次追踪 调查，探索心理定向类型随时间变化的转化特点；子研究二对不同转化类型的超 常儿童（n = 15）进行访谈，初步构建影响超常儿童心理定向发展的学校教育策 II 略指标框架；子研究三采用定性比较分析方法，探索各项策略的有效性。 

通过以上研究得到主要结论如下： 

（1）心理定向包含内隐智力观、努力信念和学习目标三个核心成分。超常 儿童的努力信念和学习目标显著高于普通儿童，内隐智力观发展水平与普通儿童 接近。 

（2）超常儿童的心理定向存在四种异质性亚类型：成长型、成长倾向型、 固定倾向型和分离型。前三种类型也存在于普通儿童中，表现出各维度同高或同 低的形态；分离型仅存在于超常儿童中，表现出内隐智力观较低、努力信念和学 习目标较高的形态。 

（3）当面临挫折时，成长型超常儿童在认知、情绪和行为反应上较为积极， 固定倾向型超常儿童较为消极，成长倾向型和分离型超常儿童的反应介于以上两 类儿童之间。 

（4）超常儿童的心理定向类型具有跨时间的稳定性。其中，成长型和成长 倾向型的稳定性相对较高，固定倾向型和分离型的稳定性相对较低。 

（5）以下学校教育策略有助于促进超常儿童心理定向的积极发展：①相信 学生、传递积极期望；②重视过程、聚焦能力提升；③强调努力、督促勤奋进取； ④引领目标、指导学习方法；⑤了解学生、提供针对性支持；⑥营造良性竞争的 学习氛围；⑦建设成长型学校环境。其中，“强调努力、督促勤奋进取”和“营 造良性竞争的学习氛围”是核心策略。

Compared to their peers, gifted children demonstrate more extraordinary abilities in diverse aspects, including intelligence, academic achievement, and creativity, thereby having greater potential to become outstanding talents. How to help achieve continuingly outstanding development among such a group has become a critical topic for educators and researchers. As a core belief of children's attributes (e.g., intelligence, personality), mindset can influence their academic achievement and even lifelong development. Moreover, mindset is dynamic and malleable over time with exposure to new experiences, making it possible to change the mindset for the long-term development of gifted children by targeted educational strategies.

Current researches try to understand the concept of mindset from two perspectives. From the earlier unidimensional perspective, mindset equals the implicit theory of intelligence, referring to a belief over whether intelligence is changeable or not. From the recent broader perspective, however, mindset encompasses, in addition to the implicit theory of intelligence, the meaning systems (e.g., achievement goals, effort beliefs, attribution, mastery-oriented or helpless tendency) that shape individual development. The latter perspective provides a broad understanding of the mindset and has greater practical values. However, we are unclear about the core components in the meaning system, which poses significant challenges to measuring mindset. Besides, the current mindset studies mainly focus on non-gifted or underdeveloped children without paying enough attention to the gifted children. Therefore, schools often lack evidence-based and effective educational strategies in the face of gifted children with greater heterogeneity.

Based on the above theoretical and practical problems, this study aimed to clarify the concept and structure of the mindset, develop the mindset scale accordingly in the Chinese context and then use the scale to explore Chinese gifted children's mindset and the corresponding educational strategies. Three studies were designed to address the research questions.

The purpose of study 1 was to explore the psychological structure of mindset and develop the scale according to theoretical construction, multiple interviews, and three questionnaire surveys.

Study 2 aimed to explore the characteristics of gifted children's mindset with three sub-studies. Sub-study 1 used the self-developed mindset scale to measure 180 gifted children and 326 non-gifted children in the same age range. Gifted children's overall characteristics on each component of mindset, gender, and age differences were analyzed. From an individual-centered perspective, sub-study 2 divided the children into different mindset profiles based on their results, emphasizing gifted children's heterogenous sub-group characteristics of mindset. Sub-study 3 used mixed methods to explore gifted children's responses to failures. The experimental method was used firstly with 62 gifted students and followed up with a qualitative interview with 12 gifted students.

Study 3 further explored the long-term change of mindset profiles among gifted children and the educational strategies for promoting the growth mindset with three sub-studies. Sub-study 1 adopted a three-year two-wave longitudinal research to explore the changes of mindset profiles among 120 gifted children. Sub-study 2 interviewed 15 gifted children to preliminarily structure the educational strategies which can promote a growth mindset. Sub-study 3 used the fuzzy set Qualitative Comparative Analysis (fsQCA) method to analyze the effectiveness of the coded educational strategies.

The main conclusions of these three studies were as follows.

First, the mindset concept contained three core components: implicit theory of intelligence, effort beliefs, and learning goals. Gifted children showed a higher level of effort beliefs and learning goals than non-gifted counterparts, but there was no significant difference in implicit theory of intelligence.

Second, four mindset profiles were detected among gifted children, namely Strong Growth Mindset, Weak Growth Mindset, Disconnected Mindset, and Weak Fixed Mindset. The Disconnected Mindset with the lower implicit theory of intelligence but higher effort beliefs and learning goals only appeared in gifted children. However, the other three profiles appeared in both gifted and non-gifted children, showing that each dimension is the same high or low shape.

Third, membership into the Strong Growth Mindset showed the most positive response in cognition, emotion, and behavior. In contrast, membership into the Weak Fixed Mindset showed the worst responses, and membership into the Disconnected Mindset and Weak Growth Mindset profiles responded moderately.

Fourth, the four mindset profiles had moderate stability across three years among gifted children. The stability of Strong Growth Mindset and Weak Growth Mindset was higher, while the stability of Weak Fixed Mindset and Disconnected Mindset was lower.

Finally, 7 strategies that could positively promote gifted children's mindset are as follows: Trusting students and showing positive expectations; Paying attention to process and focusing on the improvement of ability; Emphasizing hard work and encouraging diligence; Leading goals and guiding learning strategies; Understanding each student and providing individualized support; Creating a healthy competitive atmosphere; Establishing a growth mindset environment in school. Among the above indicators, "emphasizing hard work and encouraging diligence" and "creating a healthy competitive atmosphere" were the core strategies to promote the growth mindset of gifted children.