The Validity of the Achievement-Orientation Model for Gifted Middle School Students: An Exploratory Study

Autor/inn/en	Ritchotte, Jennifer A.; Matthews, Michael S.; Flowers, Claudia P.
Titel	The Validity of the Achievement-Orientation Model for Gifted Middle School Students: An Exploratory Study
Quelle	In: Gifted Child Quarterly, 58 (2014) 3, S.183-198 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986214534890
Schlagwörter	Academically Gifted; Underachievement; Models; Middle School Students; Mathematics Achievement; Grade 6; Grade 7; Structural Equation Models; Research Methodology; Discovery Processes; Self Control; Learner Engagement; North Carolina; Flesch Reading Ease Formula + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Research method; Forschungsmethode; Selbstbeherrschung
Abstract	Gifted underachievement represents a frustrating loss of potential for society. Although attempts have been made to develop interventions to reverse gifted underachievement, the theoretical underpinnings of these interventions have yet to be empirically validated. The purpose of this study was to investigate the validity of the Achievement-Orientation Model for gifted middle school students. Based on a sample of 156 gifted sixth- and seventh-grade mathematics students, results of the current study suggest two unique clusters of gifted students, those whose attitudes toward each of the model's constructs are positive and those who attitudes are not as positive. Furthermore, results of a path analysis demonstrate that most of the relationships posited by the model do appear to exist. The findings of this study suggest that the Achievement-Orientation Model may hold promise for the development of interventions to address gifted underachievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10