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1.
This study investigated the effectiveness of teacher ratings of student social behavior in differentiating a group of 81 elementary‐age gifted students from a control group of 81 age and gender matched non‐gifted students. The School Social Behavior Scales, a recently developed set of rating scales that assesses both social competence and antisocial behavior, was used for the ratings. Gifted students were rated as having significantly higher levels of social competence and lower levels of antisocial behavior than the comparison group, and the individual scores of the gifted students were significantly skewed in the direction of better social‐behavioral adjustment. The findings also indicated the presence of a small subset of gifted students who appeared to have extremely poor social competence and high levels of problem behaviors. The results are compared to previous research on the psychosocial development of gifted children, and important areas for future research on this topic are recommended. 相似文献
2.
This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed. 相似文献
3.
The purpose of this research effort was to examine Black male students' self‐perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self‐perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted “could do better” high achievers; (c) gifted “could do better” situational nonachievers; and (d) gifted “could do better” underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self‐perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self‐perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 888–911, 2005 相似文献
4.
A recent summary of research produced by a task force of psychologists and educational researchers associated with the National Association for Gifted Children and the National Research Center on the Gifted and Talented indicated that high‐ability students are generally at least as well adjusted as any other group of youngsters. This research also found, however, that gifted and talented students can face a number of situations that may constitute sources of risk to their social and emotional development. Some of these issues emerge because of a mismatch with educational environments that are not responsive to the pace and level of gifted students' learning and thinking. Others occur because of unsupportive social, school, or home environments. In this article, current research about the social and emotional development of gifted and talented students is summarized and suggestions are made about strategies to enhance these students' school experiences. Suggestions are provided for assessment and educational programming based on students' strengths and interests that may result in helping talented students realize their potential. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 119–130, 2004. 相似文献
5.
Kristin M. Perrone Philip A. Perrone Tracy M. Ksiazak Stephen L. Wright Z. Vance Jackson 《Roeper Review》2013,35(4):259-264
Definitions of giftedness and self‐perceptions of abilities were examined among adults who have been participating in a longitudinal study of academically talented students since their high‐school graduation in 1988. For the present study, participants answered open‐ended questions and completed scales measuring adult giftedness and adult self‐perceptions of abilities in 12 different domains. Gender differences in perceptions were examined. When participants were asked if they believed they were gifted in high school and now, more men than women responded affirmatively to both questions. Further, significant gender differences were identified for perceived competencies in four areas: job competence, nurturance, athletic competence, and morality. Implications of the findings and directions for future research are discussed. 相似文献
6.
Lynn Meltzer Ranjini Reddy Laura Sales Pollica Bethany Roditi Julie Sayer Christina Theokas 《Learning disabilities research & practice》2004,19(1):33-44
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students without LD and their seven teachers from Grades 6–8. A self‐report survey was used to obtain an index of students' perceptions of their effort, strategy use, academic struggles, and academic competence. Our findings indicated that students with LD with positive academic self‐perceptions were more likely to work hard and to use strategies in their schoolwork than were students with LD who had negative academic self‐perceptions. Teachers viewed students with LD who had positive academic self‐perceptions as working equally hard and attaining similar levels of academic competence as their peers without LD. In marked contrast, students with LD who had negative academic self‐perceptions were judged by their teachers as making limited effort in school and achieving at a below‐average level in comparison with their peers. Findings suggested a cyclical relationship between students' self‐perceptions and their teachers' judgments and supported the notion of a reciprocal strategy‐effort interaction. 相似文献
7.
The purpose of this study was to examine the self‐concepts, locus of control, and machi‐avellianism of 169 ethnically diverse middle grade students identified as gifted. Subjects consisted of 90 African‐American (31 boys, 18 girls). Self‐concept, locus of control, and machiavellianism were assessed by Me: A Self‐Concept Scale for Gifted Children (Feldhusen &; Kolloff, 1981), the Nowicki‐Strickland Locus of Control Scale (Nowicki &; Strickland, 1973), and Mach IV Scale (Christie &; Geis, 1970) respectively. A three‐way analysis of variance (group × Gender × Grade) on subjects’ scores revealed significant group differences in self‐concept. No significant gender or grade differences were found in self‐concept. No significant group, gender, or grade differences were found in locus of control and machiavellianism. Self‐concept was significantly and positively correlated with internal locus of control and with low machiavellianism. Mean scores indicated that ethnically diverse students who are gifted had positive self‐concepts, internal locus of control, and were low machiavellians. 相似文献
8.
Lisa Davia Rubenstein Del Siegle Sally M. REIS D. Betsy Mccoach Meredith Greene Burton 《Psychology in the schools》2012,49(7):678-694
The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement‐Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = .014, d = .38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self‐efficacy and self‐regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed‐methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed. © 2012 Wiley Periodicals, Inc. 相似文献
9.
Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten “red‐shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after‐school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long‐term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc. 相似文献
10.
David W. Chan 《Roeper Review》2013,35(3):183-189
This study examined components of leadership competencies in relation to emotional intelligence and successful intelligence among 498 Chinese gifted students in Hong Kong. These students rated themselves significantly higher on goal orientation than leadership flexibility, which was also rated significantly higher than leadership self‐efficacy. They perceived greater strengths in social skills and utilization of emotions than management of emotions and empathy, and in practical abilities as opposed to analytical and creative abilities. In predicting the three components of leadership competencies, practical abilities and management of emotions emerged as common and significant predictors, suggesting that applied and pragmatic skills, tacit knowledge, and ability to manage and regulate one's emotions were all important in leadership. 相似文献
11.
Rhonda Tabbah Antoinette Halsell Miranda Joe E. Wheaton 《Psychology in the schools》2012,49(9):817-827
The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self‐Worth) of self‐concept in Arab American adolescents in relation to their school experiences, including discrimination, self‐perceived teacher social support, and self‐perceived classmate social support. Half of the sample either experienced some form of discrimination or knew someone who had. An experience of discrimination was significantly related to students' Scholastic Competence. Self‐perceived classmate support was significantly related to all domains of self‐concept; however, self‐perceived teacher support was not significantly related to any of the self‐concept domains. Implications of these results are discussed, as well as strategies for how to provide positive relationships for Arab American students and their families. 相似文献
12.
Ronald A. Beghetto 《科学教学研究杂志》2007,44(6):800-814
The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N = 1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance–approach goals; (c) students' self‐perceptions of their ability to generate creative ideas (i.e., creative self‐efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self‐efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800–814, 2007 相似文献
13.
Success in postsecondary education requires proficiency with academic online information seeking. Navigating the internet to find information is a complicated task that is vulnerable to lapses in attention. This study examined the relationships among Canadian graduate students' self‐reported behavioral inattention symptoms, awareness and regulation of attentional focus (meta‐attention), and online academic information seeking abilities. One‐hundred and thirteen (99 female) graduate students (83 master's level, 27 doctoral level) completed an online self‐report questionnaire examining domain‐ and strategic‐experience, behavioral inattention symptoms, meta‐attention, and online information seeking ability. Results indicated that self‐reported inattention symptoms, both components of meta‐attention and domain experience each significantly predicted unique variance in online information seeking ability. Implications for research and intervention are discussed. 相似文献
14.
Perfectionism has been associated with a rigid adherence to impossibly high standards, an irrational importance on the attainment of these standards, and a tendency to overgeneralize failures. Researchers have primarily focused on how perfectionism predicts psychological adjustment; yet, recent research also indicates that perfectionism impacts students' achievement motivation. In this article, research on the relationship between perfectionism and achievement motivation in non‐gifted students is reviewed. Conclusions about perfectionism and achievement motivation in non‐gifted students will highlight directions for future research and implications for enhancing the achievement motivation of gifted students with perfectionism. © 2012 Wiley Periodicals, Inc. 相似文献
15.
Project Ga‐GEMS (Georgia's Project for Gifted Education in Math and Science) viewed the effect that placement in an integrated, hands‐on mathematics and science curriculum had on the achievement of academically talented high school students. For a two‐year period of time, students gifted in the areas of mathematics and science participated in a curriculum which incorporated higher‐level thinking skills and more real life laboratory experiences into mutually reinforcing mathematics and science lessons. After the conclusion of the two‐year program, Ga‐GEMS participants and a control group were given the mathematics and science sections of the ACT as they exited the tenth grade. The Ga‐GEMS students scored significantly higher on the Science Math Total, Pre‐Algebra/Elementary Algebra, Intermediate Algebra/Coordinate Geometry and Plane Geometry/Trigonometry sections of the ACT. To determine if the Ga‐GEMS students retained their higher scores throughout high school the SAT scores of both groups were compared as the students exited high school. Significant differences in the areas of total score and mathematics were noted. This study lends support for the use of a differentiated curriculum for educating gifted students in science and mathematics. 相似文献
16.
Amy L. Housley Gaffney 《The International Journal of Art & Design Education》2011,30(2):211-225
Design students are asked to regularly communicate their ideas to a diverse audience. Students' abilities may be affected by their perceived self‐efficacy, the perception of abilities to perform a task. Because self‐efficacy is conceived of as context‐specific, it is vital to consider self‐efficacy as it specifically relates to design studios and the communication within that context, rather than to look at generalised self‐efficacy for communication. To that end, this article explains the development and validation of measures of students' perceived self‐efficacy for communicating in both formal (critique) and informal (studio working time) design circumstances. Using data from students at two institutions, the measures were found to be reliable; these results were further supported through their relationship to previously validated measures. The development of these measures and the results from pilot data provide insight into students' perceptions of their communication abilities that may be beneficial to educators seeking to help design students communicate competently. 相似文献
17.
Steven D. Stagg Elizabeth Eaton Amanda M. Sjoblom 《British Journal of Special Education》2018,45(1):26-42
It may be thought that gaining a place at university confers self‐belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self‐efficacy beliefs in university students with and without dyslexia. An Academic Self‐Efficacy Scale and a Sources of Academic Self‐Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non‐dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self‐efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self‐efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self‐efficacy profiles, despite the level of success they have achieved in gaining a place at university. 相似文献
18.
Carolyn R. Fehrenbach 《Roeper Review》2013,35(4):290-292
Thirty gifted and 30 average readers were selected from a population of 300 eighth, tenth, and twelfth grade students in small towns or rural areas in Kansas. Students were classified as field independent or field dependent. It was found that gifted and average readers used the same reading strategies but there were significant differences in how frequently some strategies were used. There were also significant differences in how frequently some strategies were used by field independent and field dependent readers. Gifted readers scored significantly higher than average readers on the Hidden Figures Test. No significant differences in the frequency of reading strategy use were found between field independent gifted readers and field dependent gifted readers or between field independent and field dependent average readers. 相似文献
19.
Help‐seeking (HS) students and non‐help‐seeking (NHS) students were compared on their perceptions of (a) their own level of mental health functioning and (b) the average level of mental health functioning of their (NHS or HS) peers. Results showed that NHS students' perceptions of HS students' self‐ratings were similar to HS students' self‐ratings of functioning but that HS students underestimated the level of functioning of their NHS peers. Implications of the findings for campus outreach and future research are discussed. 相似文献
20.
Gifted students' perceptions of the desired characteristics of teachers of the gifted were assessed from a sample comprised of 404 elementary- and junior high–school Israeli Jewish and Arab students studying in pullout centers. Perceptions were measured using a questionnaire comprising teachers' cognitive, personal, and pedagogical dimensions. Personal characteristics were perceived by both Jewish and Arab students as the most important. Significant effects of culture, gender, and grade level were detected for all three dimensions. We suggest that differences stem from collectivist/individualist cultural orientations and girls' status aspirations. Thus, students' perceptions of teachers' desired characteristics have to be discussed in relation to their cultural background and schooling. A new lens for examining teaching of gifted students is offered, along with practical implications for teacher-certification programs. 相似文献