A comparison of epistemological beliefs between gifted and non‐gifted high school students

Gifted and non‐gifted students' beliefs about the nature of knowledge were compared. An epistemological questionnaire that assesses students' beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge was administered to 1165 high school students. From this subject pool, one sample of gifted students and three samples of non‐gifted students were randomly selected. Three comparisons, between gifted and non‐gifted, were made for each epistemological factor using a 2 (Ability) X 2 (School Level) ANCOVA with gender as covariate. At the beginning of high school there appears to be no difference in students' epistemological beliefs. By the end of high school gifted students were less likely to believe in simple knowledge and quick learning. Non‐gifted students' beliefs in simple knowledge and quick learning remained stable. Gender differences were also significant. Boys were more likely to believe in fixed ability and quick learning.