A Study of Gifted High, Moderate, and Low Achievers in Their Personal Characteristics and Attitudes toward School and Teachers

Autor/inn/en	Abu-Hamour, Bashir; Al-Hmouz, Hanan
Titel	A Study of Gifted High, Moderate, and Low Achievers in Their Personal Characteristics and Attitudes toward School and Teachers
Quelle	In: International Journal of Special Education, 28 (2013) 3, S.5-15 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Underachievement; Academically Gifted; High School Students; Comparative Analysis; High Achievement; Academic Achievement; Student Motivation; Self Control; Student Attitudes; Foreign Countries; Teacher Attitudes; Surveys; Personality Traits; Mathematics Achievement; Reading Achievement; Classification; Student Characteristics; Correlation; Gender Differences; Incentives; Standardized Tests; Questionnaires; Australia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Schulische Motivation; Selbstbeherrschung; Schülerverhalten; Ausland; Lehrerverhalten; Survey; Umfrage; Befragung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Classification system; Klassifikation; Klassifikationssystem; Korrelation; Geschlechterkonflikt; Anreiz; Standadised tests; Standardisierter Test; Fragebogen; Australien
Abstract	This study examines the problem of underachievement among gifted high school students. Low achievers were compared to high and moderate achievers on their motivation, self-regulation, and attitudes toward their school and teachers. Participants were all highly able students from grades 10 and 11 in an academically selective gifted high school in Australia (n=197). Teachers were asked to rank the students into high, moderate, and low achievers in terms of their performance in two subjects English and Mathematics. Participants were asked to respond to two surveys that measured their personality characteristics. The results indicate that math achievement and not language achievement may be used with confidence to classify gifted students; high achiever had higher mean scores than moderate and low achievers on all study variables; intrinsic motivation then extrinsic motivation had the highest correlation with math achievement and can be used to differentiate males and females performance. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10