数学与科学高能力高成就学生的学业完美主义:天才识别标准的微分关系

IF 1.7 Q2 EDUCATION, SPECIAL
Soohyun Yi, Marcia Gentry
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引用次数: 3

摘要

摘要我们调查了天才学生的学业完美主义是否与他们的智力或学习行为有关。通过对443名韩国学生中按成绩和智力划分的四组学生的比较,我们采用天赋识别方法检验了天赋学生与学业完美主义之间的差异关系。通过多组验证性因素分析和多指标多因素分析,我们发现以高智力为特征的学生既不是积极的完美主义者,也不是消极的完美主义者。对于成绩优异的学生来说,在学术环境中适当使用完美主义的自我调节有利于他们的成绩。然而,当这些学生失去对学业计划和行为的控制,被完美主义的信念和过度的自我评价淹没时,他们患抑郁症的风险更高。研究结果可应用于资优生和后进生的指导和咨询。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Academic Perfectionism of High-Ability and High-Achieving Students in Mathematics and Science: Differential Relations by Identification Criteria of Giftedness
ABSTRACT We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students.
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
33
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