Competitive orientations in academically talented youth: Associations with psychosocial and school-related variables

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-10-30 DOI:10.1016/j.learninstruc.2024.102038

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引用次数: 0

Abstract

Objectives

There are contrasting views of competition in educational settings and recent research has suggested that individuals have different competitive orientations. In this study, we assessed competitive orientations in a sample of high achieving adolescents in the United States. We also examined the association of competitive orientations to self-reported academic and psychosocial outcomes.

Method

Participants consisted of 420 academically talented students attending a summer program. Academic outcomes included academic self-efficacy, academic engagement, school belonging, and positive views of teachers; psychosocial outcomes included work ethic, hope, and curiosity. The 15-item version of the Multidimensional Competitive Orientation Inventory was used to measure competitive orientations.

Results

Results supported the psychometric integrity of five competitive orientations: Self-Developmental, Hypercompetitive, Anxiety-Driven, Fear of Losing, and Lack of Interest. The Self-Developmental competitive orientation was positively associated with most of the outcome variables, but the Hypercompetitive orientation was not, and the other three orientations were negatively related to outcomes. Latent profile analyses yielded four profiles labeled Self-Developmental, Uninterested Anxious, Avoidant, and Conflicted Competitors. The Self-Developmental and the Conflicted Competitors reported higher scores than the Avoidant Competitors on the majority of outcomes, and higher scores than the Uninterested Anxious group on half of the outcomes.

Conclusion

The results suggest that competitive orientations can be measured with integrity in high achieving students and play a role in how these students engage in the world. We contend that competitive orientations should be considered in studies of competition and competitive contexts.

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有学习天赋的青少年的竞争取向：与社会心理和学校相关变量的联系

目的：在教育环境中，人们对竞争的看法截然不同，最近的研究表明，个人具有不同的竞争取向。在本研究中，我们对美国成绩优异的青少年样本进行了竞争取向评估。我们还研究了竞争取向与自我报告的学业和社会心理结果之间的关系。学业结果包括学业自我效能感、学业参与度、学校归属感和对教师的积极看法；社会心理结果包括职业道德、希望和好奇心。结果结果支持五种竞争取向的心理测量完整性：结果支持五种竞争取向的心理测量完整性：自我发展型、过度竞争型、焦虑驱动型、害怕失败型和缺乏兴趣型。自我发展型竞争取向与大多数结果变量呈正相关，但超级竞争取向与之无关，其他三种取向与结果呈负相关。潜特征分析得出了四个特征，分别为自我发展型、无兴趣焦虑型、回避型和冲突竞争型。自我发展型和冲突型竞争者在大部分结果上的得分高于回避型竞争者，在一半结果上的得分高于无兴趣焦虑型竞争者。我们认为，在研究竞争和竞争环境时应考虑竞争取向。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.