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1.
Research has shown that various individual factors play an important role in the underachievement of gifted students. Most often discussed as predictors of underachievement are motivation, learning behavior, and emotions. To examine which specific constructs from these fields simultaneously predict underachievement among gifted fourth graders, logistic regression was performed on data from eighty-five highly intelligent students out of thirty-four classrooms. Students reported on their self-efficacy, learning goal orientation, use of text-reduction strategies, anxiety, boredom, anger, and enjoyment. Emerging predictors of underachievement were self-efficacy, use of text-reduction strategies, and anxiety. As these constructs are all connected to self-regulated learning in different ways, an intervention was implemented which successfully encourages self-regulated learning among students of differing cognitive abilities. Assessing the intervention’s effectiveness for different ability levels was important as the intervention was not a pull-out program, but was integrated into regular classroom instruction in which all students in these classes participated. Results from multilevel longitudinal models showed positive intervention effects for learning behavior among gifted underachievers, but no intervention effects on self-efficacy and anxiety could be detected.  相似文献   

2.
One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.  相似文献   

3.
Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group.  相似文献   

4.
A structural equation model of relationships among testing-related motivation variables (test value, effort, self-efficacy, and test anxiety), test-taking strategies (test tactics and metacognitive strategies), gender, and math test performance were examined with a sample of 10th graders (N = 438; 182 males and 256 females). In general, motivation variables influenced the use of test-taking strategies and demonstrated stronger impacts on math performance than did test-taking strategies. Gender differences were found in self-efficacy and test anxiety. With a few surprising but culturally relevant results that warrant further investigation, the current study extended previous works on antecedents of academic achievement to testing situations within the self-regulated learning theory.  相似文献   

5.
The present study investigates whether Chinese high-school students are self-regulated learners. A social-cognitive model that distinguishes environmental, motivational, and cognitive components of this active approach to learning is described. This provides an appropriate framework for investigating this complex issue with eighth and tenth graders attending a high-school in Beijing. By contrasting components of self-regulated learning and components indicating a more passive approach to learning that were both measured with self-report instruments, it could be shown that these students may indeed be considered as self-regulated physics learners. Comparisons of the grade levels revealed that tenth graders are not more active in self-regulating their learning processes than are eighth graders, and that they might even experience a motivational decline in learning physics. The same applies to girls versus boys. The physics-related self-efficacy belief of girls turned out to be considerably lower than with boys, a result that corresponds to findings with students from Western nations. Finally, assumptions about the causal role of motivational factors for using self-regulatory strategies could be confirmed. Possible consequences for further fostering self-regulated learning in physics instruction are discussed.  相似文献   

6.
This study examines first-year student teachers’ (N?=?310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anxiety and exhaustion were analysed with multiple multivariate regression analysis. The results indicate that high time- and study-environment management strategies and high self-efficacy beliefs reduced experienced feelings of anxiety and exhaustion. In addition, effort regulation had a reducing effect for anxiety. However, high extrinsic goal orientation predicted higher levels of anxiety and exhaustion and high task value predicted higher anxiety among student teachers. Particularly, female students had a stronger tendency to experience anxiety and exhaustion. The implications of the results for higher education and for teacher education are discussed.  相似文献   

7.
The purpose of this investigation has been to explore whether differences existed between gifted and nongifted fifth graders and between genders and related subgroups with respect to attitudes toward science. Both groups (N = 25) were matched on the demographic characteristics of school-site, race, sex, and socio-economic background. Gifted students were found to have more positive attitudes toward science than nongifted students; however, no significant differences were found. In all cases, boys (all boys, gifted boys, and nongifted boys) exhibited more positive attitudes toward science; again, no significant differences were uncovered between the boys and their counterpart group or subgroups. The item which consistently reflected the most positive rating (gifted students, all boys and gifted boys, and all girls and nongifted girls) was “usefulness of things done in science class.” Items where discrepancies surfaced included “usefulness of science when playing at home” where nongifted students and gifted girls were significantly more positive than their counterparts, and “spending more time doing science experiments” where all boys and gifted boys were significantly more positive than their counterparts.  相似文献   

8.
As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students’ poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The author aimed to close the gap in knowledge about math anxiety in children by examining contextual factors related to math anxiety in second-grade children. The author used the theory of triadic reciprocity as the theoretical model in this study in which children (n = 91) and their parents (n = 81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second-grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount of variance explained in math anxiety.  相似文献   

9.
For three decades, social cognitive researchers have studied children's development of self-regulation as an achievement of socialization processes. I recount historically the emergence of a social cognitive perspective on self-regulation and identify its unique features. Two essential characteristics of students' self-regulated academic learning have been identified — their use of strategies and perceptions of self-efficacy. A social cognitive model of academic self-regulated learning is proposed that integrates triadic determinants of self-regulated learning (personal, behavioral, and environmental) on the basis of a strategic control loop. When students monitor their responding and attribute outcomes to their strategies, their learning becomes self-regulated, and they display increased self-efficacy, greater intrinsic motivation, and higher academic achievement.  相似文献   

10.
A total of three hundred and fifteen (n = 315) gifted students from the 10th and 12th grade from the United States (n = 102), China (n = 125) and Germany (n = 88) were surveyed regarding their motivation and self‐regulation in chemistry learning. A 3×2×2 MANOVA revealed “nation” as having the largest major effect on these variables. The American group scored higher in most of the motivational and self‐regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples.  相似文献   

11.
Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2) high utility value with lower self-efficacy. High-ability was identified by a math score at least one standard deviation above the mean within the race/ethnicity group. Forty-one percent of high-ability students had high math motivation, while only 27% had high science motivation. Evidence of disidentification was observed. Some high-ability students had low motivation in math (15%) and science (28%). Implications for talent development and gifted education are discussed.  相似文献   

12.
This chapter describes three studies with samples of 5th- and 6th-grade students (781 gifted and 895 nongifted) enrolled in elementary schools in Taipei, Taiwan. Two of the studies analyzed the effects of SES, family structure variables, family processes, math self-concept, and prior ability on children's math achievement; the third concerned a qualitative study of 95 gifted children and their parents. The results of these studies show tha SES variables influence family processes in a number of important ways. Better educated families administer less pressure and more support, and both processes contribute to children's achievement. Another important findings is that Chinese traditions moderate the parents use of specific family processes. Girls enrolled in typical classes perceive less parental pressure, less support, less help, and less intellectual resources. In a sense, these girls are academically neglected, but this does not hurt their math achievement because they do not perceive as much dysfunctional pressure and help from their parents. Gifted girls get the best mix of parental influences and academic opportunities.  相似文献   

13.
通过对208名初中数优生、数困生的问卷调查,考察两类初中生数学学习投入的特点及其影响因素。结果表明：（1）数困生的数学学习投入显著低于数优生;数优生与数困生的数学学习投入有不同的变化趋势：数优生的学习投入一直维持在较高水平,而数困生的学习投入随年级的升高在逐渐下降;数困生的情感投入水平比认知投入、行为投入更低;数学学习投入的性别差异不显著。（2）社会支持、数学观和数学自我效能感对数优生、数困生的数学学习投入均具有显著影响;社会支持对数学学习投入既具有直接影响,同时也具有间接影响;数学观和数学自我效能感在社会支持和数学学习投入之间起着中介作用。  相似文献   

14.
This research examines the issue of self-regulated learning among highly gifted elementary ( n = 93) and high school students ( n = 40) in science. Self-report measures assessed self-regulatory strategy use in science and a spectrum of environmental (perceived level of investigation) and individual prerequisites (motivational beliefs, goal orientation, epistemological beliefs and intentions). Firstly, high school students were experiencing less investigation in science, and test anxiety and work avoidance were more pronounced than with elementary students. Secondly, highly gifted girls' science-related motivational beliefs were less positive than those of boys. Thirdly, path analyses indicate that the level of investigation in the science learning environment strongly determines motivational and epistemological prerequisites of self-regulatory strategy use. The results indicate that exploration and discovery should be enabled and strengthened in science classrooms of highly gifted students.  相似文献   

15.
The objectives of this study were to determine the influence of various motivation variables on task-specific mathematics performance and to explore whether these variables change during the first year of middle school (N = 273). Students' task-specific self-efficacy was the only motivation variable to predict performance and did so both at start and end of year. There were no differences in anxiety, self-concept, or self-efficacy for self-regulation between start and end of year, but, by end of year, students described mathematics as less valuable and reported lower effort and persistence. Gifted students had stronger mathematics self-concept beliefs, and they had more accurate and less overconfident self-efficacy beliefs than did regular education students. There were no gender differences in any of the motivation constructs. Copyright 1999 Academic Press.  相似文献   

16.
As part of the validation research process for a new self-report social-emotional test for children, internalizing social-emotional symptoms (e.g., depression, anxiety, social withdrawal, somatic complaints, positive and negative affectivity) of a group of elementary-age gifted students (n = 65) were contrasted with those of a carefully matched (by gender and age) comparison group of non-gifted students (n = 65). Subjects completed the Internalizing Symptoms Scale for Children (ISSC) (Merrell & Walters, 1996), a self-report measure of internalizing symptoms, affect, and cognition. The gifted students reported significantly fewer internalizing symptoms than did the comparison group. An analysis of critical items separating the two groups indicated that the gifted students differed most substantially from their non-gifted peers on ISSC items that relate to self-efficacy and perceived self-importance. Although these types of self-perceptions are considered to be a peripheral rather than a central component of specific internalizing disorders, it is hypothesized that their positive presence in children may act as a “buffering” factor, possibly insulating children from insults to their social-emotional functioning that may lead to the development of internalizing forms of psychopathology. The results of this investigation are discussed in terms of their relationship to conflicting previous research in this area, to future research needs in the study of social-emotional symptoms and development of gifted children, and in terms of the construct validity evidence for the ISSC. © 1996 John Wiley & Sons, Inc.  相似文献   

17.
Gifted students' preference to work alone is widely espoused, but studies vary widely in their explanations. We re-examined this notion in terms of motivation and social constructivism among 247 school-identified gifted and high-achieving and regular-education students in Grades 4 through 12. Survey data assessed learning style, interests, preferred learning conditions, learning-related personality, perceptions of learning support, comments about ideal learning situations, and beliefs about why some children might prefer working alone. Some general preference to working alone was found among gifted students, but this was not strong and it varied based on how the question was posed. Gifted students who felt that their work was appreciated by teachers and fellow students reported the strongest preference to work with others.  相似文献   

18.
This study used conventional self-efficacy measures as well as predictions of performance to examine the spelling and writing efficacy beliefs of early adolescents with and without learning disabilities (LD). In addition, the study examined two types of global efficacy—self-efficacy for self-regulated learning and general self-efficacy. The students with LD over-estimated their spelling performance by 52% and their writing performance by 19%, whereas the non-LD students were generally accurate in their performance estimates. Students’ performance predictions and self-efficacy ratings were strong predictors of a composite writing performance, but the self-efficacy for self-regulated learning and general self-efficacy scores did not predict writing performance. The article concludes with a discussion of recommendations to improve the calibration and academic functioning of adolescents with learning disabilities.  相似文献   

19.
This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy.  相似文献   

20.
Research abounds on adolescent poverty and on gifted education, but these fields are seldom considered together. This study explores trajectories of aggressive behavior (i.e., weapon carrying) of impoverished, gifted youth. Results indicate that gifted students engage in lower levels of weapon carrying than non-gifted students. Gifted and non-gifted girls’ trajectories are parallel across age.However, weapon carrying among gifted and non-gifted boys does not differ during early and late adolescence, but it does during middle adolescence. These differences can perhaps be explained by examining impulsivity and temperament trajectories by gifted status. Impulsivity for boys and quick-temperedness for girls is lower during early and middle adolescence for gifted students than for non-gifted students, but not during later adolescence. Quick-temperedness for boys and impulsivity for girls does not differ by gifted status during early and late adolescence, but it does during middle adolescence. These findings suggest that some characteristics of giftedness are manifest during early adolescence (perhaps even before enrollment in a gifted program). However, other giftedness characteristics appear only during middle adolescence, after students have enrolled in the gifted program. Implications of these findings for how gifted education programs can impact aggression, and ways to optimally structure these programs, are explored.  相似文献   

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