High Ability Studies最新文献_第9页

Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan 教师在提名学生获得资优服务时有偏见吗?来自哈萨克斯坦的证据

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-07-02 DOI: 10.1080/13598139.2015.1108187

Daniel Hernández-Torrano, X. Tursunbayeva

引用次数: 8

Relative age effects in a cognitive task: A case study of youth chess 相对年龄对认知任务的影响:以青少年国际象棋为例

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-07-02 DOI: 10.1080/13598139.2016.1242063

W. Helsen, J. Baker, J. Schorer, C. Steingroever, N. Wattie, J. Starkes

{"title":"Relative age effects in a cognitive task: A case study of youth chess","authors":"W. Helsen, J. Baker, J. Schorer, C. Steingroever, N. Wattie, J. Starkes","doi":"10.1080/13598139.2016.1242063","DOIUrl":"https://doi.org/10.1080/13598139.2016.1242063","url":null,"abstract":"Abstract The relative age effect (RAE) has been demonstrated in many youth and professional sports. In this study, we hypothesized that there would also be a RAE among youth chess players who are typically involved in a complex cognitive task without significant physical requirements. While typical RAEs have been observed in adult chess players, in this paper we wanted to focus primarily on youth chess players. In addition, we also examined RAEs in both participation rates and performance levels in a national chess championship. Therefore, the RAE was examined in a complex cognitive task that has no significant physical requirements, more specifically among youth chess players. Data were analyzed (1) for all registered Belgian youth chess players over a 5-year period (2009–2013) and (2) for participants of the Belgian youth championship 2013. Results indicated an overall RAE among all Belgian youth chess players over the last 5 years. The likelihood of participation was significantly greater for players born in the first birth-date quartile (χ² = 10.21, p < .05; r = −.77, p < .01; w = .07) and the likelihood of participation decreased when youth chess players were born in the last quartile of the year. These effects were most prominent in the under-8 and under-10 year olds. There also appeared to be a performance-related RAE. Kolmogorov–Smirnov tests (p < .05) showed that players born in the first months of the selection year were significantly more often in the top 10 players for each age level of the Belgian Youth Championship 2013.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"27 1","pages":"211 - 221"},"PeriodicalIF":1.8,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2016.1242063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59921670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Is being gifted always an advantage? Peer relations and self-concept of gifted students 天赋总是一种优势吗?资优学生的同伴关系与自我概念

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-07-02 DOI: 10.1080/13598139.2015.1108186

K. Košir, Marina Horvat, Urska Aram, Nina Jurinec

{"title":"Is being gifted always an advantage? Peer relations and self-concept of gifted students","authors":"K. Košir, Marina Horvat, Urska Aram, Nina Jurinec","doi":"10.1080/13598139.2015.1108186","DOIUrl":"https://doi.org/10.1080/13598139.2015.1108186","url":null,"abstract":"The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"27 1","pages":"129 - 148"},"PeriodicalIF":1.8,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2015.1108186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59921101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 36

How Finnish elementary school teachers meet the needs of their gifted students 芬兰小学教师如何满足资优学生的需求

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-07-02 DOI: 10.1080/13598139.2015.1108185

Sonja Laine, K. Tirri

引用次数: 41

Academic success and early career outcomes: Can honors alumni be distinguished from non-honors alumni? 学术成就和早期职业成就:荣誉校友和非荣誉校友能区别开来吗?

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-07-02 DOI: 10.1080/13598139.2016.1238818

A. Kool, M. Mainhard, A. Jaarsma, Mieke Brekelmans, P. Beukelen

引用次数: 19

Intellectually gifted rural-to-urban migrant children’s attention 资优农民工儿童的关注

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-07-02 DOI: 10.1080/13598139.2016.1242064

Hui Zhang, Yunfeng He, Ting Tao, Jiannong Shi

{"title":"Intellectually gifted rural-to-urban migrant children’s attention","authors":"Hui Zhang, Yunfeng He, Ting Tao, Jiannong Shi","doi":"10.1080/13598139.2016.1242064","DOIUrl":"https://doi.org/10.1080/13598139.2016.1242064","url":null,"abstract":"Abstract The term “intellectually gifted rural-to-urban migrant children” refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our results showed that intellectually gifted rural-to-urban migrant children performed more correctly and faster on some attention tasks than did the intellectually average rural-to-urban migrant children, but they did not perform as well on some attention tasks as did the intellectually gifted urban children. Based on the attentional structures, it was evident the intellectually gifted rural-to-urban migrant children developed more mature than did either the intellectually gifted urban or the intellectually average rural-to-urban migrant children. This suggests the intellectually gifted rural-to-urban migrant children’s attention is overall superior to that of their intellectually average peers. However, there are advantages and disadvantages in terms of the quality of their attention compared to the intellectually gifted urban children. While their attentional structures seem to develop earlier, their accuracy on some of the attention tasks seems to suffer. This suggests that rural-to-urban migration is a double-edged sword for intellectually gifted children.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"27 1","pages":"193 - 209"},"PeriodicalIF":1.8,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2016.1242064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59921315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

A Universal Model of Giftedness – an adaptation of the Munich Model 一个普遍的天赋模型——对慕尼黑模型的改编

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-07-02 DOI: 10.1080/13598139.2015.1108184

J. Jessurun, C. Shearer, M. Weggeman

引用次数: 4

The influence of emotions and learning preferences on learning strategy use before transition into high-achiever track secondary school 升入高成就中学前情绪和学习偏好对学习策略使用的影响

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-01-02 DOI: 10.1080/13598139.2015.1100980

Stefanie Obergriesser, H. Stoeger

{"title":"The influence of emotions and learning preferences on learning strategy use before transition into high-achiever track secondary school","authors":"Stefanie Obergriesser, H. Stoeger","doi":"10.1080/13598139.2015.1100980","DOIUrl":"https://doi.org/10.1080/13598139.2015.1100980","url":null,"abstract":"Research on the relationships between students’ achievement emotions and their (self-regulated) learning behavior is growing. However, little is known about the relationships between students’ learning preferences and achievement emotions and the extent to which these influence learning strategies. In this study we, first, looked at the learning-style preferences (self-regulated, externally regulated, or impulsive learning) of 200 fourth graders who were about to start high-achiever track secondary school in Germany in the following school year. Second, we analyzed whether students who prefer self-regulated learning, externally regulated learning, or impulsive learning differ concerning the achievement emotions of enjoyment, anger, boredom, and anxiety. Third, we examined whether the degree to which students prefer self-regulated learning in combination with their achievement emotions predicts if and how students actually apply various aspects of self-regulated learning such as cognitive learning strategies, goal setting, and strategy monitoring during their learning. Fourth, we explored whether achievement emotions mediate relationships between more or less successful learning and subsequent learning behavior. Students in our sample did not prefer a self-regulated learning style over an externally regulated or impulsive learning style; and achievement emotions were shown to be related to students’ learning-style preferences. Students’ preference for self-regulated learning in combination with their achievement emotions predicted various aspects of their learning. However, achievement emotions did not mediate changes in learning behavior found after less successful learning.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"1 1","pages":"38 - 5"},"PeriodicalIF":1.8,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2015.1100980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59921150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Is having low motivation the same as not having high motivation? Comparing the CSAS-R and the SAAS-R 低动机和没有高动机是一样的吗?CSAS-R与SAAS-R的比较

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-01-02 DOI: 10.1080/13598139.2015.1103209

Betsy McCoach, Sarah D. Newton, Del Siegle, Ugur Baslanti, Katherine Picho

{"title":"Is having low motivation the same as not having high motivation? Comparing the CSAS-R and the SAAS-R","authors":"Betsy McCoach, Sarah D. Newton, Del Siegle, Ugur Baslanti, Katherine Picho","doi":"10.1080/13598139.2015.1103209","DOIUrl":"https://doi.org/10.1080/13598139.2015.1103209","url":null,"abstract":"The purpose of the current study was to examine the relationships among the Challenges to Scholastic Achievement Scale-Revised (CSAS-R) and The School Attitude Assessment Survey-Revised (SAAS-R) items and factors to determine whether the negative scales on the CSAS-R seemed to be measuring the same constructs as those that are measured on the SAAS-R. All SAAS-R items are positively worded, and all subscales are designed to measure positive manifestations of the constructs. The CSAS-R is a complementary instrument to the SAAS-R. All items represent negative manifestations of attitudes, cognitions, or behaviors. For this study, we focused on the four constructs from the SAAS-R and the CSAS that are directly comparable and complementary: positive and negative academic self-perceptions, positive and negative attitudes toward teachers and classes, high and low goal valuation, and regulated and unregulated study behavior. This comparison of CSAS-R and SAAS-R examined alternative conceptions of the dimensionality of the positive items (from the SAAS-R) and the negative items (from the CSAS-R) in an effort to better understand whether agreeing to statements about negative behaviors or attitudes seemed to represent the polar opposite of disagreeing to statements about positive behaviors or attitudes.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"27 1","pages":"61 - 81"},"PeriodicalIF":1.8,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2015.1103209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59920829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Understanding adolescent gifted girls with ADHD: motivated and achieving 了解有多动症的青春期天才女孩:积极进取，有成就

IF 1.8 4区教育学

High Ability Studies Pub Date : 2016-01-02 DOI: 10.1080/13598139.2015.1098522

C. Fugate, Marcia Gentry

引用次数: 14