{"title":"理解成绩不佳:资优学生的心态、完美主义和成就态度","authors":"Emily L. Mofield, Megan Parker Peters","doi":"10.1177/0162353219836737","DOIUrl":null,"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":"42 1","pages":"107 - 134"},"PeriodicalIF":1.2000,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219836737","citationCount":"29","resultStr":"{\"title\":\"Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students\",\"authors\":\"Emily L. Mofield, Megan Parker Peters\",\"doi\":\"10.1177/0162353219836737\",\"DOIUrl\":null,\"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\":\"42 1\",\"pages\":\"107 - 134\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2019-04-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/0162353219836737\",\"citationCount\":\"29\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"JOURNAL FOR THE EDUCATION OF THE GIFTED\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/0162353219836737\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL FOR THE EDUCATION OF THE GIFTED","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0162353219836737","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 29
摘要
本研究比较了6 ~ 8年级15名天才后起生(n = 15)和169名天才后起生(n = 169)在智力心态信念(固定与成长)、完美主义维度(担心错误、怀疑行动、个人标准、组织)和成就态度方面的差异,并考察了心态信念与完美主义维度之间的关系。与天才优等生相比,天才后进生对智力的固定心态信念较高(d = 0.79),组织能力得分较低(d = - 1.01),自我调节/动机较低(d = - 1.17)。这些因素在预测成就状态的逻辑回归模型中也具有统计学意义。此外,对于整个资优学生样本(N = 264),固定心态信念预测了评估关注完美主义的两个维度(关注错误,β = 0.35, p < 0.0001;行动怀疑,β = 0.28, p < 0.0001),而成长心态信念预测积极奋斗完美主义的两个维度(个人标准,β = 0.35, p < 0.0001,组织,β = 0.21, p = .001)。我们的研究结果更清晰地揭示了成绩不佳、完美主义、内隐智力理论和成就态度之间的关系,为情感干预提供了指导。
Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students
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.