Differences in Self-Efficacy Beliefs between Girls in the Top 1.5% and the Top 3% in General Cognitive Ability Who Participate in Gifted Programs

Autor/inn/en	Kohan-Mass, Judith; Tal, Liraz
Titel	Differences in Self-Efficacy Beliefs between Girls in the Top 1.5% and the Top 3% in General Cognitive Ability Who Participate in Gifted Programs
Quelle	In: Gifted Education International, 35 (2019) 1, S.20-36 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429417753130
Schlagwörter	Academically Gifted; Self Efficacy; Females; Mathematics Skills; Interpersonal Competence; At Risk Persons; Social Adjustment; Foreign Countries; Affirmative Action; Gender Differences; Academic Ability; Elementary School Students; Self Contained Classrooms; Grade 3; Grade 4; Grade 5; Grade 6; Age Differences; Test Anxiety; Leadership; Verbal Ability; Program Effectiveness; Israel + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Weibliches Geschlecht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interpersonale Kompetenz; Risikogruppe; Soziale Anpassung; Ausland; Geschlechterkonflikt; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Age; Difference; Age difference; Altersunterschied; Examination phobia; Testangst; Prüfungsangst; Führung; Führungsposition; Mündliche Leistung
Abstract	In order to reach gender equity in the gifted population, an affirmative action policy was instituted in Israel to increase the number of girls identified as gifted. The purpose of this study was to compare the self-efficacy beliefs of girls in the top 1.5% (gifted girls (GG)) with those of girls in the top 3% (GG in affirmative action). It was found that girls in the top 3% have higher social and mathematical self-efficacy beliefs than girls in the top 1.5% do. The findings support the literature regarding the level of giftedness as a risk factor for the social adjustment of GG. The surprising finding in the mathematical field is explained by a stronger conflict that exists among GG concerning excellence in a traditional male field. The current study contributes new insights into the emotional aspects accompanying giftedness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01