Emotional Response to Testing in Gifted and Highly Gifted Children

Autor/inn/en	Cornoldi, Cesare; Giofrè, David; Mammarella, Irene Cristina; Toffalini, Enrico
Titel	Emotional Response to Testing in Gifted and Highly Gifted Children
Quelle	In: Gifted Child Quarterly, 66 (2022) 3, S.208-219 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toffalini, Enrico)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/00169862211042901
Schlagwörter	Academically Gifted; Emotional Response; Grade 5; Standardized Tests; Correlation; Academic Achievement; Gender Differences; Foreign Countries; Achievement Tests; Mathematics Tests; Language Arts; Student Characteristics; Italy + Suchen Sie Ihr Suchwort? Emotionales Verhalten; School year 05; 5. Schuljahr; Schuljahr 05; Standadised tests; Standardisierter Test; Korrelation; Schulleistung; Geschlechterkonflikt; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sprachkultur; Italien
Abstract	Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01