A Look Beyond Aptitude: The Relationship Between Personality Traits, Autonomous Motivation, and Academic Achievement in Gifted Students

IF 1.7 Q2 EDUCATION, SPECIAL

Roeper Review-A Journal on Gifted Education Pub Date : 2021-07-03 DOI:10.1080/02783193.2021.1923595

Sakhavat Mammadov, Tracy L. Cross, P. Olszewski-Kubilius

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引用次数: 11

Abstract

ABSTRACT Understanding the factors that influence achievement among gifted students has been a longstanding interest of researchers in the field of gifted education. To that end, this study investigated the individual difference antecedents of achievement as a means to identify dispositions and motivational processes that inform the design of interventions to improve student performance. More specifically, we report the results of a mediation analysis in which the association between personality traits and academic achievement is explained by autonomous motivation in a sample of gifted students (N = 161). All Big Five personality traits were found to be significant predictors of achievement measured by ACT or ACT Explore scores. Agreeableness, neuroticism, and extraversion had negative direct associations with achievement. The positive associations of conscientiousness and openness with achievement were partially mediated by autonomous motivation. Results are discussed in terms of adapting educational practices to the specific personality traits and motivational orientations of gifted students.

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超越能力倾向：天才学生人格特征、自主动机与学业成绩的关系

摘要了解影响天才学生成绩的因素一直是天才教育领域研究者的兴趣所在。为此，本研究调查了成就的个体差异前因，以此来确定倾向和动机过程，为改善学生表现的干预措施设计提供信息。更具体地说，我们报告了一项中介分析的结果，在该分析中，人格特征和学业成绩之间的关联可以用自主动机来解释，样本为天才学生（N=161）。所有五大人格特征都是ACT或ACT Explore分数衡量成绩的重要预测因素。宜人性、神经质和外向性与成就有直接的负相关。尽责性和开放性与成就的正相关部分是由自主动机介导的。从教育实践适应天才学生的具体个性特征和动机取向的角度对结果进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Roeper Review-A Journal on Gifted Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

20.00%

发文量