Factors that differentiate underachieving gifted students from high-achieving gifted students

被引:166
作者
McCoach, DB [1 ]
Siegle, D [1 ]
机构
[1] Univ Connecticut, Storrs, CT 06269 USA
关键词
D O I
10.1177/001698620304700205
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
The purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their general academic self-perceptions, attitudes toward school, attitudes toward teachers, motivation and self-regulation, and goal valuation. The sample consisted of 56 gifted underachievers and 122 gifted achievers from 28 high schools nationwide. Gifted achievers and gifted underachievers differed in their attitudes toward school, attitudes toward teachers, motivation/self-regulation, and goal valuation, but not their academic self-perceptions. In addition, the logistic regression analysis correctly classified over 81% of the sample as either gifted achievers or gifted underachievers using their motivation/self-regulation and goal valuation self-ratings. This study represents an important step toward quantifying factors related to the underachievement of gifted adolescents.
引用
收藏
页码:144 / 154
页数:11
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