Abstract
A relation between the construct of giftedness stemming from pedagogical-psychological discourse and rearing practices of parents of high-achieving children is analyzed in the present multiple case study. It seems that current conceptualization of giftedness as a relatively stable and inborn personality trait can negatively influence the ways in which parents interpret outcomes of their children.
In the studied cases this construction formed a background for over-controlling or overprotective nurturing practices that supported negative educational outcomes in children, such as failing at school or maladaptive coping strategies. The most productive parental construction of giftedness emphasized situational and developmental characteristics and long term development over immediate results.