Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students

IF 1.2 Q3 EDUCATION, SPECIAL JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2018-09-21 DOI:10.1177/0162353218799436
Alejandro Veas, J. Castejón, Colm O'Reilly, A. Ziegler
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引用次数: 16

Abstract

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed.
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资优中学生教育资本、学习资本与学习成绩低下关系的中介分析
资优学生成绩不佳是资优教育中的一个严重问题。尽管分析研究策略已经发现了许多成绩不佳的原因,但这种方法仍然需要综合研究策略的补充。例如,天赋的行为模型表明,教育资本对成绩的影响是由学习资本介导的。在一项以143名有天赋的西班牙中学生为样本的实证研究中,教育资本的特征是父母以各种形式的参与,旨在使儿童取得学习成功。学习资本表现为两种类型的学习策略:元认知策略和阐述策略。根据Baron和Kenny提出的方法,证实了学习资本在教育资本和学业成绩之间的中介作用。
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CiteScore
3.00
自引率
0.00%
发文量
17
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