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JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献

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Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students 理解成绩不佳:资优学生的心态、完美主义和成就态度
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-04-08 DOI: 10.1177/0162353219836737
Emily L. Mofield, Megan Parker Peters
{"title":"Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students","authors":"Emily L. Mofield, Megan Parker Peters","doi":"10.1177/0162353219836737","DOIUrl":"https://doi.org/10.1177/0162353219836737","url":null,"abstract":"The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers (n = 15) and gifted achievers (n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence (d = .79), lower scores on Organization (d = −1.01), and lower Self-Regulation/Motivation (d = −1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students (N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, β = .35, p < .0001; Doubt of Action, β = .28, p < .0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, β = .35, p < .0001, and Organization, β = .21, p = .001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219836737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44019158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 29
Epistemological Differences Between Gifted and Typically Developing Middle School Students 资优与典型发展中学生的认识论差异
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-03-27 DOI: 10.1177/0162353219836924
Shelagh A. Gallagher
{"title":"Epistemological Differences Between Gifted and Typically Developing Middle School Students","authors":"Shelagh A. Gallagher","doi":"10.1177/0162353219836924","DOIUrl":"https://doi.org/10.1177/0162353219836924","url":null,"abstract":"Students’ personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219836924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43377449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
The Changing Role of Academic Achievement Before the Onset of Disordered Eating in Academically High-Achieving Females 学业成绩高的女性进食障碍发生前学业成绩的变化作用
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-03-22 DOI: 10.1177/0162353219836740
J. Krafchek, L. Kronborg
{"title":"The Changing Role of Academic Achievement Before the Onset of Disordered Eating in Academically High-Achieving Females","authors":"J. Krafchek, L. Kronborg","doi":"10.1177/0162353219836740","DOIUrl":"https://doi.org/10.1177/0162353219836740","url":null,"abstract":"The aim of this qualitative study was to investigate the role of academic achievement in the process of stress and coping of academically high-achieving females before the onset of disordered eating. Fourteen academically high-achieving female adults who had developed disordered eating in high school were interviewed, using a semistructured interview protocol. The results of a timeline analysis revealed three phases in the complex interaction of stress and coping before the onset of eating disorder symptoms. Academic achievement was both a coping strategy and a stressor for all of these high-achieving females, but the role of academic achievement changed over the timeline. The findings of this study are potentially relevant for academically high-achieving females, their teachers, and their counselors.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219836740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Valuing the Process and Product of Inquiry-Based Instruction and Learning* 重视探究式教学的过程和结果*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-03-01 DOI: 10.1177/0162353218816385
Diane Barone, Rebecca E. Barone
{"title":"Valuing the Process and Product of Inquiry-Based Instruction and Learning*","authors":"Diane Barone, Rebecca E. Barone","doi":"10.1177/0162353218816385","DOIUrl":"https://doi.org/10.1177/0162353218816385","url":null,"abstract":"This year-long qualitative study explored third-, fourth-, and fifth-grade gifted students’ participation during inquiry explorations. We discovered that it took considerable time for students to balance the process and final product created. For instance, students focused on the process and planning of the outcome. However, when the outcome product was created, they may have only considered one element early in the academic year. There was a delicate balance between engaging in inquiry and developing a product that met expectations.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353218816385","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44340898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners* 青年天才学习者及其教师对有效外语学习者的认知研究*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-03-01 DOI: 10.1177/0162353218816507
Rana Yıldırım, Duygu İŞPINAR AKÇAYOĞLU
{"title":"A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners*","authors":"Rana Yıldırım, Duygu İŞPINAR AKÇAYOĞLU","doi":"10.1177/0162353218816507","DOIUrl":"https://doi.org/10.1177/0162353218816507","url":null,"abstract":"This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and two English teachers working with these students. Data were collected through repertory grids, written accounts of the students, and retrospective interviews. Findings include implications for designing appropriate instruction for gifted EFL learners and teacher educators who work with these specific learners.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353218816507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49464368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Privileging the Voices of Twice-Exceptional Children: An Exploration of Lived Experiences and Stigma Narratives* 特权两次特殊儿童的声音：对生活经历和污名叙事的探索*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-03-01 DOI: 10.1177/0162353218816384
Michelle Ronksley-Pavia, Peter Grootenboer, D. Pendergast
{"title":"Privileging the Voices of Twice-Exceptional Children: An Exploration of Lived Experiences and Stigma Narratives*","authors":"Michelle Ronksley-Pavia, Peter Grootenboer, D. Pendergast","doi":"10.1177/0162353218816384","DOIUrl":"https://doi.org/10.1177/0162353218816384","url":null,"abstract":"This study presents an exploration of the lived experiences of eight twice-exceptional children through their own voices. The narratives reveal a meta-narrative of stigma where identified contextual factors related to discrimination, perceptions of difference, and stigmatized views of disability, giftedness, and subsequently twice-exceptionality. Eight distinct stigma-related themes emerged from the data and each of these is shared. These narratives provide crucial insights into the daily lives of children living with twice-exceptionality in societies where able-bodied and able-minded norms frequently prevail. The study focuses attention on the omnipresent nature of stigma and the importance of cultivating awareness and understanding about twice-exceptionality to address the unique needs of these children. Moreover, policy and practices can be informed by engaging with these children’s experiences so that their needs can be adequately recognized and addressed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353218816384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49196683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Letter From the Editors 编辑来信
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2018-12-12 DOI: 10.1177/0162353218817854
J. Jolly, Jennifer H. Robins
{"title":"Letter From the Editors","authors":"J. Jolly, Jennifer H. Robins","doi":"10.1177/0162353218817854","DOIUrl":"https://doi.org/10.1177/0162353218817854","url":null,"abstract":"","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353218817854","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46726159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Examination of the Empirical Literature: Gifted Education in the Australian Context* 实证文献检验:澳大利亚背景下的资优教育*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2018-12-12 DOI: 10.1177/0162353218816498
Ivan Luburić, J. Jolly
{"title":"An Examination of the Empirical Literature: Gifted Education in the Australian Context*","authors":"Ivan Luburić, J. Jolly","doi":"10.1177/0162353218816498","DOIUrl":"https://doi.org/10.1177/0162353218816498","url":null,"abstract":"Gifted education as a field of research in Australia is relatively young when compared with its North American counterparts. A reflection of how the field of gifted education has developed from 1983 to 2017 in this context allows for observations of previous research and current trends, and how these may influence future directions for the field. Empirical research published in peer-reviewed journals is one metric that can be used to undertake this reflection, including the individuals responsible for the research, the setting where the research is undertaken, and outlets where resulting findings are published, as well as the research themes that dominate research agendas. Longitudinally, these metrics are part of the narrative that construct Australian gifted education. Reflecting on how the field developed provides an understanding of how research and practice have evolved and what future research and innovations are possible.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353218816498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44312674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Educational and Learning Capital: Implications for Gifted Education 教育和学习资本:对资优教育的启示
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2018-11-05 DOI: 10.1177/0162353218807775
Wilma Vialle, H. Stoeger
{"title":"Educational and Learning Capital: Implications for Gifted Education","authors":"Wilma Vialle, H. Stoeger","doi":"10.1177/0162353218807775","DOIUrl":"https://doi.org/10.1177/0162353218807775","url":null,"abstract":"","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353218807775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels 父母教育对孩子智力的影响比财富更重要:来自7个不同发展水平国家19个样本的调查结果
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2018-09-26 DOI: 10.1177/0162353218799481
H. Rindermann, S. Ceci
{"title":"Parents’ Education Is More Important Than Their Wealth in Shaping Their Children’s Intelligence: Results of 19 Samples in Seven Countries at Different Developmental Levels","authors":"H. Rindermann, S. Ceci","doi":"10.1177/0162353218799481","DOIUrl":"https://doi.org/10.1177/0162353218799481","url":null,"abstract":"In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4–22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic families in developed countries, including parents of the gifted. Children’s cognitive ability was measured with mental speed tests, Culture Fair Intelligence Test (CFT), the Raven’s, Wiener Entwicklungstest (WET), Cognitive Abilities Test (CogAT), Piagetian tasks, Armed Forces Qualification Test (AFQT), Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), and Programme for International Student Assessment (PISA). Parental wealth was estimated by asking for income, indirectly by self-assessment of relative wealth, and by evaluating assets. The mean direct effect of parental education was greater than wealth. In path analyses, parental education (βEd) also showed a stronger impact on children’s intelligence than familial economic status (βIn, total effect averages: βEd = .30–.45, βIn = .09–.12; N = 15,125, k = 18). The effects on mental speed were smaller than for crystallized intelligence, but still larger for parental education than familial economic status (βEd→MS = .25, βIn→MS = .00, βEd→CI = .36, βIn→CI = .09; N = 394, k = 3). Additional factors affecting children’s cognitive ability are number of books, marital status, educational behavior of parents, and behavior of children. If added, a general background (ethnicity, migration) factor shows strong effects (βBg = .30–.36). These findings are discussed in terms of environmental versus hidden genetic effects.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353218799481","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44023273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 34
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