A learning oriented subjective action space as an indicator of giftedness.

Autor/inn/en	Ziegler, Albert; Stoeger, Heidrun
Titel	A learning oriented subjective action space as an indicator of giftedness.
Quelle	In: Psychology science quarterly, 50 (2008) 2, S. 222-236 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1866-6140
Schlagwörter	Bildungsforschung; Intelligenz (Psy); Lernen; Begabung; Subjekt (Phil)
Abstract	Traditionally, in giftedness research, the intelligence quotient has been presumed to be the best predictor of high achievement levels. From the perspective of the Actiotope Model of Giftedness, however, it is merely one indicator among several on the effectiveness of the academic action repertoire. In this model, learning is considered to be more important than personal traits for attaining high levels of achievement. This is confirmed with three studies conducted with pupils in grades 8 through 11. In Study 1 it was shown that high achieving pupils in the subject of mathematics can be differentiated from other pupils according to the learning orientation of their subjective action space. High achievement can be better predicted over a temporal distance of six months through the learning orientation of the subjective action space than through intelligence. This finding was replicated in Study 2 for the scholastic subject of biology. In Study 3, an investigation was undertaken to determine whether the performance enhancing effect of a learning oriented subjective action space is also beneficial in coming to terms with experiences of failure. This premise could also be confirmed. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2010/4