Pub Date : 2019-02-22DOI: 10.1080/13598139.2019.1568828
Adar Ben-Eliyahu
ABSTRACT The situated nature of self-regulated learning (SRL) was investigated across two studies with gifted students. In Study 1, profile-centered analyses of academic cognitive-behavioral SRL revealed three groups of gifted undergraduate students (N=149): high regulated, regulated, and behaviorally dysregulated. In comparing gifted group profiles with typically achieving students, findings suggest that typical students most resemble the regulated group. Overall, the behaviorally dysregulated group reported lower levels of social and academic SRL and achievement goal orientations from the high-regulated group. No differences were found in trait emotion regulation or self-control suggesting a situated effect of SRL. In Study 2 gifted (N=188) and typically achieving (N=83) undergraduate students reported on their SRL and motivation in their favorite and least favorite courses. Structural equation modelling analyses showed that, for gifted students, there were more relations between motivation and SRL than typical students. For example, mastery goal orientation predicted all forms of SRL for gifted students but not for typical students. This suggests that gifted students may be more calibrated and adept at drawing on motivation to shape SRL. Taken together, the findings from both studies show that gifted students are a heterogenous population, and that there are some similarities to typical students.
{"title":"A situated perspective on self-regulated learning from a person-by-context perspective","authors":"Adar Ben-Eliyahu","doi":"10.1080/13598139.2019.1568828","DOIUrl":"https://doi.org/10.1080/13598139.2019.1568828","url":null,"abstract":"ABSTRACT The situated nature of self-regulated learning (SRL) was investigated across two studies with gifted students. In Study 1, profile-centered analyses of academic cognitive-behavioral SRL revealed three groups of gifted undergraduate students (N=149): high regulated, regulated, and behaviorally dysregulated. In comparing gifted group profiles with typically achieving students, findings suggest that typical students most resemble the regulated group. Overall, the behaviorally dysregulated group reported lower levels of social and academic SRL and achievement goal orientations from the high-regulated group. No differences were found in trait emotion regulation or self-control suggesting a situated effect of SRL. In Study 2 gifted (N=188) and typically achieving (N=83) undergraduate students reported on their SRL and motivation in their favorite and least favorite courses. Structural equation modelling analyses showed that, for gifted students, there were more relations between motivation and SRL than typical students. For example, mastery goal orientation predicted all forms of SRL for gifted students but not for typical students. This suggests that gifted students may be more calibrated and adept at drawing on motivation to shape SRL. Taken together, the findings from both studies show that gifted students are a heterogenous population, and that there are some similarities to typical students.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"30 1","pages":"199 - 236"},"PeriodicalIF":1.8,"publicationDate":"2019-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1568828","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45986465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-06DOI: 10.1080/13598139.2019.1568829
Chyna J Miller, Matthew L. Bernacki
ABSTRACT The ability to self-regulate learning (SRL) is a skill theorized to transfer across learning environments. Students with this ability can consider a learning task, identify a goal, develop a plan to achieve it, execute that plan, and monitor and adapt learning until the goal is met. This paper examines the educational implications of developing the SRL expertise of high and typical-ability students, as operationalized by high school performance, who entered college and struggled with mathematics in their 1st year. Students who initially failed a 6-week intensive college math course completed a 3-h SRL training mid-semester and re-engaged in math learning with an adaptive problem-solving program and resources hosted on a course website. Students trained to evaluate tasks, plan, employ cognitive strategies, and monitor learning behaved distinctly from those who completed a math refresher course. Non-parametric, comparative analyses revealed that SRL-trained students more efficiently mastered math topics during digital problem-solving, demonstrating superior learning efficiency. Under a sequential explanatory mixed methods design, a follow-up multiple case study approach aligned to the Situated Model of SRL traced adaptive learning processes employed by multiple high-ability self-regulators and contrasted them with learning processes of exemplar learners from the untrained group.
{"title":"Training preparatory mathematics students to be high ability self-regulators: Comparative and case-study analyses of impact on learning behavior and achievement","authors":"Chyna J Miller, Matthew L. Bernacki","doi":"10.1080/13598139.2019.1568829","DOIUrl":"https://doi.org/10.1080/13598139.2019.1568829","url":null,"abstract":"ABSTRACT The ability to self-regulate learning (SRL) is a skill theorized to transfer across learning environments. Students with this ability can consider a learning task, identify a goal, develop a plan to achieve it, execute that plan, and monitor and adapt learning until the goal is met. This paper examines the educational implications of developing the SRL expertise of high and typical-ability students, as operationalized by high school performance, who entered college and struggled with mathematics in their 1st year. Students who initially failed a 6-week intensive college math course completed a 3-h SRL training mid-semester and re-engaged in math learning with an adaptive problem-solving program and resources hosted on a course website. Students trained to evaluate tasks, plan, employ cognitive strategies, and monitor learning behaved distinctly from those who completed a math refresher course. Non-parametric, comparative analyses revealed that SRL-trained students more efficiently mastered math topics during digital problem-solving, demonstrating superior learning efficiency. Under a sequential explanatory mixed methods design, a follow-up multiple case study approach aligned to the Situated Model of SRL traced adaptive learning processes employed by multiple high-ability self-regulators and contrasted them with learning processes of exemplar learners from the untrained group.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":" 4","pages":"167 - 197"},"PeriodicalIF":1.8,"publicationDate":"2019-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1568829","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41254414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-25DOI: 10.1080/13598139.2019.1568830
Avi Kaplan, Amanda Neuber, J. Garner
ABSTRACT In this paper, we consider the theoretical implications of having high ability and being labeled as highly able to engagement in self-regulated learning. We frame this theoretical explication with the Dynamic Systems Model of Role Identity (DSMRI). The DSMRI depicts self-regulated learning as emerging from a complex dynamic system that integrates content knowledge and strategic knowledge with four role-based, contextually constructed, and interdependent components of the role identity of “student”: ontological and epistemological beliefs, purpose and goals, self-perceptions and self-definitions, and perceived action possibilities. These, in turn, emerge within a set of control parameters: the culture, social context, subject domain, and the individual’s implicit dispositions. We describe various ways by which high ability may manifest in these control parameters and influence the role-identity components, their relations, and their dynamic change, as they pertain to utilizing self-regulation strategies. For clarification, we also provide brief interview excerpts from honors college students that illustrate manifestations of role identity elements. We conclude by noting the implications of the DSMRI for future research and educational practice on students’ high ability and self-regulation.
{"title":"An identity systems perspective on high ability in self-regulated learning","authors":"Avi Kaplan, Amanda Neuber, J. Garner","doi":"10.1080/13598139.2019.1568830","DOIUrl":"https://doi.org/10.1080/13598139.2019.1568830","url":null,"abstract":"ABSTRACT In this paper, we consider the theoretical implications of having high ability and being labeled as highly able to engagement in self-regulated learning. We frame this theoretical explication with the Dynamic Systems Model of Role Identity (DSMRI). The DSMRI depicts self-regulated learning as emerging from a complex dynamic system that integrates content knowledge and strategic knowledge with four role-based, contextually constructed, and interdependent components of the role identity of “student”: ontological and epistemological beliefs, purpose and goals, self-perceptions and self-definitions, and perceived action possibilities. These, in turn, emerge within a set of control parameters: the culture, social context, subject domain, and the individual’s implicit dispositions. We describe various ways by which high ability may manifest in these control parameters and influence the role-identity components, their relations, and their dynamic change, as they pertain to utilizing self-regulation strategies. For clarification, we also provide brief interview excerpts from honors college students that illustrate manifestations of role identity elements. We conclude by noting the implications of the DSMRI for future research and educational practice on students’ high ability and self-regulation.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"30 1","pages":"53 - 78"},"PeriodicalIF":1.8,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1568830","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49653209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-21DOI: 10.1080/13598139.2019.1568185
Suzanne Freedberg, Rhonda Bondie, Akane Zusho, C. Allison
ABSTRACT The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers (N = 58): (1) perceived high-ability learners as self-regulated learners, and (2) encouraged these students to engage in strategies aligned with the research on SRL. Both quantitative and qualitative data confirmed that teachers’ perceptions of high-ability students were mixed. For example, high-ability learners were largely described as mastery-oriented and self-regulated, but teachers also noted that these students do not always: (1) set goals; (2) have accurate self-perceptions; or (3) monitor their understanding. Findings also suggest that teachers struggled to meet the needs of high-ability students in inclusive classrooms, often leaving high-ability students to work independently so that they could attend to their less-abled peers. Overall, these findings point to the need for further professional development opportunities focused on differentiating instruction for high-ability learners.
{"title":"Challenging students with high abilities in inclusive math and science classrooms","authors":"Suzanne Freedberg, Rhonda Bondie, Akane Zusho, C. Allison","doi":"10.1080/13598139.2019.1568185","DOIUrl":"https://doi.org/10.1080/13598139.2019.1568185","url":null,"abstract":"ABSTRACT The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers (N = 58): (1) perceived high-ability learners as self-regulated learners, and (2) encouraged these students to engage in strategies aligned with the research on SRL. Both quantitative and qualitative data confirmed that teachers’ perceptions of high-ability students were mixed. For example, high-ability learners were largely described as mastery-oriented and self-regulated, but teachers also noted that these students do not always: (1) set goals; (2) have accurate self-perceptions; or (3) monitor their understanding. Findings also suggest that teachers struggled to meet the needs of high-ability students in inclusive classrooms, often leaving high-ability students to work independently so that they could attend to their less-abled peers. Overall, these findings point to the need for further professional development opportunities focused on differentiating instruction for high-ability learners.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"30 1","pages":"237 - 254"},"PeriodicalIF":1.8,"publicationDate":"2019-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2019.1568185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48929040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-14DOI: 10.1080/13598139.2018.1556069
A. Efklides
ABSTRACT Self-regulated learning (SRL) is crucial for the development of gifted students’ cognitive potential and their well-being. Research on SRL in giftedness is limited but shows that interventions on strategy use can benefit both high and low achieving gifted students. However, following the Metacognitive and Affective model of SRL (MASRL), self-regulated learning is a complex and dynamic process that involves the learning task; person characteristics as traits (e.g. ability, metacognitive knowledge and skills, motivation, affect); and on-task metacognitive, metamotivational, and affective experiences (i.e. feelings and judgments) that impact SRL control decisions. This suggests that interventions to cultivate SRL would address more aspects of the SRL process than purely (meta)cognitive strategy use. Based on evidence regarding high-ability youth, challenges for SRL research are pointed out.
{"title":"Gifted students and self-regulated learning: The MASRL model and its implications for SRL","authors":"A. Efklides","doi":"10.1080/13598139.2018.1556069","DOIUrl":"https://doi.org/10.1080/13598139.2018.1556069","url":null,"abstract":"ABSTRACT Self-regulated learning (SRL) is crucial for the development of gifted students’ cognitive potential and their well-being. Research on SRL in giftedness is limited but shows that interventions on strategy use can benefit both high and low achieving gifted students. However, following the Metacognitive and Affective model of SRL (MASRL), self-regulated learning is a complex and dynamic process that involves the learning task; person characteristics as traits (e.g. ability, metacognitive knowledge and skills, motivation, affect); and on-task metacognitive, metamotivational, and affective experiences (i.e. feelings and judgments) that impact SRL control decisions. This suggests that interventions to cultivate SRL would address more aspects of the SRL process than purely (meta)cognitive strategy use. Based on evidence regarding high-ability youth, challenges for SRL research are pointed out.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"30 1","pages":"102 - 79"},"PeriodicalIF":1.8,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1556069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44217184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-13DOI: 10.1080/13598139.2018.1519410
Scott D. Miller, Daryl Chow, B. Wampold, Mark A. Hubble, A. C. D. Re, Cynthia L. Maeschalck, Susanne Bargmann, David Shenk
ABSTRACT In 2014, Macnamara, Hambrick, and Oswald published a meta-analysis of studies questioning the strength of the association between deliberate practice and performance. In this brief report, the correlation reported by Macnamara et al. (2014) is placed in the context of other well-known associations. Additionally, a re-analysis of the studies included in Macnamara et al. (2014) was conducted. Taken together, the evidence suggests that deliberate practice is a potent and reliable method for improving performance.
2014年，麦克纳马拉、汉布里克和奥斯瓦尔德发表了一项研究荟萃分析，质疑刻意练习与表现之间的关联强度。在这篇简短的报告中，Macnamara等人(2014)报告的相关性被置于其他众所周知的关联的背景下。此外，对Macnamara et al.(2014)中包含的研究进行了重新分析。综上所述，有证据表明，刻意练习是提高表现的一种有效而可靠的方法。
{"title":"To be or not to be (an expert)? Revisiting the role of deliberate practice in improving performance","authors":"Scott D. Miller, Daryl Chow, B. Wampold, Mark A. Hubble, A. C. D. Re, Cynthia L. Maeschalck, Susanne Bargmann, David Shenk","doi":"10.1080/13598139.2018.1519410","DOIUrl":"https://doi.org/10.1080/13598139.2018.1519410","url":null,"abstract":"ABSTRACT In 2014, Macnamara, Hambrick, and Oswald published a meta-analysis of studies questioning the strength of the association between deliberate practice and performance. In this brief report, the correlation reported by Macnamara et al. (2014) is placed in the context of other well-known associations. Additionally, a re-analysis of the studies included in Macnamara et al. (2014) was conducted. Taken together, the evidence suggests that deliberate practice is a potent and reliable method for improving performance.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"15 - 5"},"PeriodicalIF":1.8,"publicationDate":"2018-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1519410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42775939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-24DOI: 10.1080/13598139.2018.1535244
E. Gonida, S. Karabenick, D. Stamovlasis, P. Metallidou, Thessaloniki Greece
ABSTRACT Seeking help as an important self-regulated learning strategy has been consistently associated with student motivation. Despite the extensive body of research on typically achieving students, no studies have included help seeking in the literature on talented children. The present study explored the help-seeking intentions and beliefs and achievement goal motivational profiles of academically talented adolescents (n = 207) who were identified via a special testing process organized by the Center of Talented Youth in Greece. Students were administered self-report scales measuring mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, general intention to seek academic help, intention to seek instrumental help, avoidance of help seeking, and perceived help-seeking benefits and costs. Latent class analysis indicated four latent clusters based on the four goal orientations as indicator variables. The probabilities of seeking instrumental help and perceived help-seeking benefits were high for students in the high mastery and low performance goals profile. Students in the high performance goals profile were more likely to perceive help-seeking costs, whereas students having all goal orientations low were less likely to perceive help-seeking benefits and to seek instrumental help. Findings are discussed in light of current theory and evidence for typically achieving student motivation and help-seeking beliefs and tendencies. Implications for educational practices with talented adolescents are discussed.
{"title":"Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents","authors":"E. Gonida, S. Karabenick, D. Stamovlasis, P. Metallidou, Thessaloniki Greece","doi":"10.1080/13598139.2018.1535244","DOIUrl":"https://doi.org/10.1080/13598139.2018.1535244","url":null,"abstract":"ABSTRACT Seeking help as an important self-regulated learning strategy has been consistently associated with student motivation. Despite the extensive body of research on typically achieving students, no studies have included help seeking in the literature on talented children. The present study explored the help-seeking intentions and beliefs and achievement goal motivational profiles of academically talented adolescents (n = 207) who were identified via a special testing process organized by the Center of Talented Youth in Greece. Students were administered self-report scales measuring mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, general intention to seek academic help, intention to seek instrumental help, avoidance of help seeking, and perceived help-seeking benefits and costs. Latent class analysis indicated four latent clusters based on the four goal orientations as indicator variables. The probabilities of seeking instrumental help and perceived help-seeking benefits were high for students in the high mastery and low performance goals profile. Students in the high performance goals profile were more likely to perceive help-seeking costs, whereas students having all goal orientations low were less likely to perceive help-seeking benefits and to seek instrumental help. Findings are discussed in light of current theory and evidence for typically achieving student motivation and help-seeking beliefs and tendencies. Implications for educational practices with talented adolescents are discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"30 1","pages":"147 - 166"},"PeriodicalIF":1.8,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1535244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42924481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-16DOI: 10.1080/13598139.2018.1533452
Seon-young Lee, M. Matthews, Jongho Shin, Myung-Seop Kim
ABSTRACT In this study, we examined the perceptions of over 1,600 gifted and typically developing (not identified as gifted) secondary students from South Korea and the USA to identify gifted adolescents’ preferred modes of social purpose, interest in and engagement with their communities, and actual commitment to societal improvement. We then examined the extent to which their social purpose varied with gifted identification status and students’ cultural background. Gifted students identified actualized purpose as their preferred mode of expressing social purpose, while typically developing students favored self-oriented life goals. The gifted students also had a stronger interest in social matters and showed a greater awareness of social and civic engagement than the nonidentified students did. Among the gifted students, Korean students expressed a stronger belief in prosocial behaviors and reported a greater commitment to what they believed important for society. In contrast, the American adolescents behaved in accordance with their expressed values. Both perceived social purpose and commitment to their communities and society predicted students’ life satisfaction regardless of cultural affiliation. Discussion focuses on differences in the degree of prosocial intention and engagement between the gifted and typical students, and personal and societal values that may help explain the differences we observed in social purpose among the gifted students from the two different nations.
{"title":"Academically gifted adolescents’ social purpose","authors":"Seon-young Lee, M. Matthews, Jongho Shin, Myung-Seop Kim","doi":"10.1080/13598139.2018.1533452","DOIUrl":"https://doi.org/10.1080/13598139.2018.1533452","url":null,"abstract":"ABSTRACT In this study, we examined the perceptions of over 1,600 gifted and typically developing (not identified as gifted) secondary students from South Korea and the USA to identify gifted adolescents’ preferred modes of social purpose, interest in and engagement with their communities, and actual commitment to societal improvement. We then examined the extent to which their social purpose varied with gifted identification status and students’ cultural background. Gifted students identified actualized purpose as their preferred mode of expressing social purpose, while typically developing students favored self-oriented life goals. The gifted students also had a stronger interest in social matters and showed a greater awareness of social and civic engagement than the nonidentified students did. Among the gifted students, Korean students expressed a stronger belief in prosocial behaviors and reported a greater commitment to what they believed important for society. In contrast, the American adolescents behaved in accordance with their expressed values. Both perceived social purpose and commitment to their communities and society predicted students’ life satisfaction regardless of cultural affiliation. Discussion focuses on differences in the degree of prosocial intention and engagement between the gifted and typical students, and personal and societal values that may help explain the differences we observed in social purpose among the gifted students from the two different nations.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"31 1","pages":"17 - 42"},"PeriodicalIF":1.8,"publicationDate":"2018-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1533452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47328086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-08DOI: 10.1080/13598139.2018.1528847
R. Sternberg
ABSTRACT In this article, I discuss the application of an augmented theory of successful intelligence to identification, teaching, and assessment of the gifted in STEM disciplines. The theory holds that giftedness in STEM (as well as in other fields) can be understood in terms of an integration of creative, analytical, practical, and wisdom-based skills. First, I introduce the general issues underlying the article. Then, I discuss the relevance of the theory to identification. Next, I consider issues relevant to teaching the gifted in STEM disciplines. Finally, I draw some conclusions regarding the teaching of the gifted in STEM.
{"title":"Teaching and assessing gifted students in STEM disciplines through the augmented theory of successful intelligence","authors":"R. Sternberg","doi":"10.1080/13598139.2018.1528847","DOIUrl":"https://doi.org/10.1080/13598139.2018.1528847","url":null,"abstract":"ABSTRACT In this article, I discuss the application of an augmented theory of successful intelligence to identification, teaching, and assessment of the gifted in STEM disciplines. The theory holds that giftedness in STEM (as well as in other fields) can be understood in terms of an integration of creative, analytical, practical, and wisdom-based skills. First, I introduce the general issues underlying the article. Then, I discuss the relevance of the theory to identification. Next, I consider issues relevant to teaching the gifted in STEM disciplines. Finally, I draw some conclusions regarding the teaching of the gifted in STEM.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"30 1","pages":"103 - 126"},"PeriodicalIF":1.8,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1528847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45130420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13598139.2018.1498324
Felicia Wolontis, Eva V. Hoff
ABSTRACT Adopting a qualitative approach to the investigation of high achievement, the authors analyzed how high-achieving women in the Swedish workplace made meaning of positive and negative experiences in their work. The data consisted of interviews with 15 women identified as being high achieving in their respective field, and it was analyzed using grounded theory methodology. The women described five distinct experiences that highlighted both the bright side and the dark side to high work performance: (1) going the extra mile in their work, (2) reaching for career goals, (3) experiencing flow and a love for work, (4) working independently and taking the road less traveled, and (5) having high standards and aiming for perfection. The empirical findings relate to existing research literature on grit, work engagement, flow, and burnout. Implications for employers who want to retain and develop high achievers are discussed. The findings suggest that high-achieving women experience it as personally meaningful to engage in high-performance behavior as long as the benefits experienced outweigh the costs, and they are able to do their work on their own terms.
{"title":"Two sides of the same coin: The experiences of high-achieving women in the Swedish workplace","authors":"Felicia Wolontis, Eva V. Hoff","doi":"10.1080/13598139.2018.1498324","DOIUrl":"https://doi.org/10.1080/13598139.2018.1498324","url":null,"abstract":"ABSTRACT Adopting a qualitative approach to the investigation of high achievement, the authors analyzed how high-achieving women in the Swedish workplace made meaning of positive and negative experiences in their work. The data consisted of interviews with 15 women identified as being high achieving in their respective field, and it was analyzed using grounded theory methodology. The women described five distinct experiences that highlighted both the bright side and the dark side to high work performance: (1) going the extra mile in their work, (2) reaching for career goals, (3) experiencing flow and a love for work, (4) working independently and taking the road less traveled, and (5) having high standards and aiming for perfection. The empirical findings relate to existing research literature on grit, work engagement, flow, and burnout. Implications for employers who want to retain and develop high achievers are discussed. The findings suggest that high-achieving women experience it as personally meaningful to engage in high-performance behavior as long as the benefits experienced outweigh the costs, and they are able to do their work on their own terms.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"191 - 211"},"PeriodicalIF":1.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1498324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41956864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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