Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students.
academic achievement
gifted students
identification methods
individual characteristics
parent involvement
social characteristics
underachievement
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2019
2019
Historique:
received:
28
03
2019
accepted:
04
10
2019
entrez:
8
11
2019
pubmed:
7
11
2019
medline:
7
11
2019
Statut:
epublish
Résumé
Using various identification methods, differences between underachieving and non-underachieving gifted students in personal, familial, social, and school variables were analyzed in a sample of 164 gifted students with IQs of 120 or higher; the sample was drawn from a larger sample of 1,400 compulsory secondary education students. Three procedures for identifying underachieving students were used: the standardized difference method, the regression method, and the Rasch method. The different profiles of underachieving and non-underachieving students in the personal, familial, social, and school variables were compared using MANOVA and ANOVA tests. Results revealed that underachieving gifted students scored significantly lower in learning strategies, goal orientations, self-concept, attitudes toward teachers, and perceived parent involvement in school variables. These results have clear educational implications as a result of identifying differences in non-cognitive factors.
Identifiants
pubmed: 31695651
doi: 10.3389/fpsyg.2019.02367
pmc: PMC6817608
doi:
Types de publication
Journal Article
Langues
eng
Pagination
2367Informations de copyright
Copyright © 2019 Gilar-Corbi, Veas, Miñano and Castejón.
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