Pub Date : 2018-07-03DOI: 10.1080/13598139.2018.1558517
A. Ziegler
This special issue encompasses eight papers from three different contexts: school, work, and sport. On the one hand, these three contexts are of immense practical importance. Over the last decades, they have attracted the attention of quite a few researchers interested in the development of high abilities. Given that it is easier for researchers to receive funds in these fields – among other reasons – a higher proportion of the field’s applied research is conducted across the school, work, and sport contexts. And on the other hand, from a more theoretical perspective, it is certainly attractive to work in a field with an already rich research tradition. For example, researchers can make use of an established arsenal of valid measurement instruments or can use their models and explanations as a catalyst through which to innovate alongside other interested researchers. Indeed, this new issue of High Ability Studies seems as equally interesting from both the practical and research perspectives. The first study in the school context was conducted by Mammadov, Cross, and Ward. The authors focus on the predictive role of three of the Big Five Personality Traits (conscientiousness, agreeableness, and openness to experience) on academic achievement. One interestingfindingwas that self-regulatory efficacy along with autonomous and controlled types of motivation served as mediators in these relationships. In their paper titled “The PASS to Superior Reading Performance,” Dunn, Georgiou, and Das compared children with superior reading performance to average readers. They specifically focused on the PASS processes in reading (planning, attention, simultaneous, and successive processing). Results indicate that the main difference between superior and average readers can be located in simultaneous and successive processing. In their research, Gubbels, Segers, and Verhoeven focused on how children’s intellectual profiles related to their cognitive, socio-emotional, and academic functioning. They selected three groups of gifted children: analytically-gifted, creatively-gifted, and analytically-creatively gifted, and compared how these groups and a control group differed in cognitive, socio-emotional, and academic aspects. One of the remarkable findings of the study was that a combination of high analytical and creative abilities seemed to lead to enhanced cognitive, socioemotional, and academic functioning. The last paper related to the school context focuses on attitudes about gifted education among Irish educators. The results reported by Cross, Cross, and O’Reilly are especially informative for thefield of advocacy for the needs of high-ability students in a school context. HIGH ABILITY STUDIES 2018, VOL. 29, NO. 2, 109–110 https://doi.org/10.1080/13598139.2018.1558517
{"title":"Editorial","authors":"A. Ziegler","doi":"10.1080/13598139.2018.1558517","DOIUrl":"https://doi.org/10.1080/13598139.2018.1558517","url":null,"abstract":"This special issue encompasses eight papers from three different contexts: school, work, and sport. On the one hand, these three contexts are of immense practical importance. Over the last decades, they have attracted the attention of quite a few researchers interested in the development of high abilities. Given that it is easier for researchers to receive funds in these fields – among other reasons – a higher proportion of the field’s applied research is conducted across the school, work, and sport contexts. And on the other hand, from a more theoretical perspective, it is certainly attractive to work in a field with an already rich research tradition. For example, researchers can make use of an established arsenal of valid measurement instruments or can use their models and explanations as a catalyst through which to innovate alongside other interested researchers. Indeed, this new issue of High Ability Studies seems as equally interesting from both the practical and research perspectives. The first study in the school context was conducted by Mammadov, Cross, and Ward. The authors focus on the predictive role of three of the Big Five Personality Traits (conscientiousness, agreeableness, and openness to experience) on academic achievement. One interestingfindingwas that self-regulatory efficacy along with autonomous and controlled types of motivation served as mediators in these relationships. In their paper titled “The PASS to Superior Reading Performance,” Dunn, Georgiou, and Das compared children with superior reading performance to average readers. They specifically focused on the PASS processes in reading (planning, attention, simultaneous, and successive processing). Results indicate that the main difference between superior and average readers can be located in simultaneous and successive processing. In their research, Gubbels, Segers, and Verhoeven focused on how children’s intellectual profiles related to their cognitive, socio-emotional, and academic functioning. They selected three groups of gifted children: analytically-gifted, creatively-gifted, and analytically-creatively gifted, and compared how these groups and a control group differed in cognitive, socio-emotional, and academic aspects. One of the remarkable findings of the study was that a combination of high analytical and creative abilities seemed to lead to enhanced cognitive, socioemotional, and academic functioning. The last paper related to the school context focuses on attitudes about gifted education among Irish educators. The results reported by Cross, Cross, and O’Reilly are especially informative for thefield of advocacy for the needs of high-ability students in a school context. HIGH ABILITY STUDIES 2018, VOL. 29, NO. 2, 109–110 https://doi.org/10.1080/13598139.2018.1558517","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"109 - 110"},"PeriodicalIF":1.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1558517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43908409","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: 10.1080/13598139.2018.1518775
Tracy L. Cross, J. Cross, Colm O'Reilly
ABSTRACT In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, a potential challenge for the provision of services. A majority of classroom teachers did not perceive they had access to specialists to assist them in providing for their high ability students’ needs. Comments from respondents indicate they would like to provide services, but lack the time, training, and resources to do so. Educators appear to be receptive to expanding gifted education in Ireland, but the survey results suggest a need for greater communication between school leaders and teachers, along with professional development on appropriate provisions.
{"title":"Attitudes about gifted education among Irish educators","authors":"Tracy L. Cross, J. Cross, Colm O'Reilly","doi":"10.1080/13598139.2018.1518775","DOIUrl":"https://doi.org/10.1080/13598139.2018.1518775","url":null,"abstract":"ABSTRACT In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, a potential challenge for the provision of services. A majority of classroom teachers did not perceive they had access to specialists to assist them in providing for their high ability students’ needs. Comments from respondents indicate they would like to provide services, but lack the time, training, and resources to do so. Educators appear to be receptive to expanding gifted education in Ireland, but the survey results suggest a need for greater communication between school leaders and teachers, along with professional development on appropriate provisions.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"169 - 189"},"PeriodicalIF":1.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1518775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46572753","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: 10.1080/13598139.2018.1507902
J. Gubbels, E. Segers, L. Verhoeven
ABSTRACT Intellectual abilities are consistently found to be associated to child functioning. To date, however, it is unclear how varying intellectual profiles relate to differential aspects of child functioning. We screened 513 fifth-grade children on their intellectual abilities and selected three groups of gifted children, scoring in the top 10%: analytically gifted (n = 14), creatively gifted (n = 18), and analytically creatively gifted (n = 13). Of the remaining typically developing children, a group of 152 children was selected. We examined how these groups differed in cognitive, socio-em otional, and academic aspects of child functioning. A comparison of the gifted group as a whole versus the typically developing group, showed higher scores for the gifted group on cognitive functioning, self-concept, and academic functioning. Fine-grained group comparisons showed especially the analytical-creative subgroup to score higher than the typically developing group on visual and verbal short term memory (STM), motivation, and self-concept. Furthermore, both creatively gifted subgroups outperformed the typically developing group regarding vocabulary, while all three gifted subgroups outperformed the typically developing group regarding arithmetic. A combination of high analytical and creative abilities, which was found in 2.5% of the sample, thus seemed to lead to enhanced functioning in all three domains (i.e. cognitive, socio-emotional, and academic). Abbrevation: STM = Short term memory HSD = Honestly Significance Difference
{"title":"How children’s intellectual profiles relate to their cognitive, socio-emotional, and academic functioning","authors":"J. Gubbels, E. Segers, L. Verhoeven","doi":"10.1080/13598139.2018.1507902","DOIUrl":"https://doi.org/10.1080/13598139.2018.1507902","url":null,"abstract":"ABSTRACT Intellectual abilities are consistently found to be associated to child functioning. To date, however, it is unclear how varying intellectual profiles relate to differential aspects of child functioning. We screened 513 fifth-grade children on their intellectual abilities and selected three groups of gifted children, scoring in the top 10%: analytically gifted (n = 14), creatively gifted (n = 18), and analytically creatively gifted (n = 13). Of the remaining typically developing children, a group of 152 children was selected. We examined how these groups differed in cognitive, socio-em otional, and academic aspects of child functioning. A comparison of the gifted group as a whole versus the typically developing group, showed higher scores for the gifted group on cognitive functioning, self-concept, and academic functioning. Fine-grained group comparisons showed especially the analytical-creative subgroup to score higher than the typically developing group on visual and verbal short term memory (STM), motivation, and self-concept. Furthermore, both creatively gifted subgroups outperformed the typically developing group regarding vocabulary, while all three gifted subgroups outperformed the typically developing group regarding arithmetic. A combination of high analytical and creative abilities, which was found in 2.5% of the sample, thus seemed to lead to enhanced functioning in all three domains (i.e. cognitive, socio-emotional, and academic). Abbrevation: STM = Short term memory HSD = Honestly Significance Difference","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"149 - 168"},"PeriodicalIF":1.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1507902","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47768789","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: 10.1080/13598139.2018.1496069
Sean A.Picton Doherty, G. Martinent, A. Martindale, I. Faber
ABSTRACT The purpose of the study is to explore whether a multidimensional profiling approach can be useful in predicting a table tennis player’s actual and future (one year later) performance. Data on anthropometrics, age from peak height velocity, motor-skills, psychological skills and training histories were gathered among Scottish elite youth male table tennis players (n = 14). Significant correlations emerged between: (a) actual performance rating and age from peak height velocity (r = .71), sprint test (r = -.69), number of years of practice (r = .84), positive refocusing (r = -.58), and self-regulation in learning – self-monitoring (r = -.60), and evaluation (r = .57); (b) performance rating one year later and positive refocusing (r = -.58), self-monitoring (r = -.50), and number of years of practice (r = .80). Results also showed significant correlations between progression scores (2017 rating score minus 2016 rating score) and age from peak height velocity (r = −0.77), sprint test (r = .63), number of years of practice (r = -.52), self-monitoring (r = .69), and evaluation (r = -.58). These results provided preliminary evidence for the usefulness of a multidimensional profiling approach for predicting performance and progression in youth table tennis players.
{"title":"Determinants for table tennis performance in elite Scottish youth players using a multidimensional approach: A pilot study","authors":"Sean A.Picton Doherty, G. Martinent, A. Martindale, I. Faber","doi":"10.1080/13598139.2018.1496069","DOIUrl":"https://doi.org/10.1080/13598139.2018.1496069","url":null,"abstract":"ABSTRACT The purpose of the study is to explore whether a multidimensional profiling approach can be useful in predicting a table tennis player’s actual and future (one year later) performance. Data on anthropometrics, age from peak height velocity, motor-skills, psychological skills and training histories were gathered among Scottish elite youth male table tennis players (n = 14). Significant correlations emerged between: (a) actual performance rating and age from peak height velocity (r = .71), sprint test (r = -.69), number of years of practice (r = .84), positive refocusing (r = -.58), and self-regulation in learning – self-monitoring (r = -.60), and evaluation (r = .57); (b) performance rating one year later and positive refocusing (r = -.58), self-monitoring (r = -.50), and number of years of practice (r = .80). Results also showed significant correlations between progression scores (2017 rating score minus 2016 rating score) and age from peak height velocity (r = −0.77), sprint test (r = .63), number of years of practice (r = -.52), self-monitoring (r = .69), and evaluation (r = -.58). These results provided preliminary evidence for the usefulness of a multidimensional profiling approach for predicting performance and progression in youth table tennis players.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"241 - 254"},"PeriodicalIF":1.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1496069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365548","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: 10.1080/13598139.2018.1507900
Kristy Dunn, George K. Georgiou, J. Das
ABSTRACT Although the role of cognitive processes, such as planning, attention, simultaneous, and successive (PASS) processing in reading ability has been examined in samples of typically developing children and children with reading difficulties, it remains unclear if these processes also contribute to superior reading performance. Thus, in this study we examined (a) which PASS processes differentiate superior readers from average readers and (b) what is the individual profile of the superior readers. Thirty-six children with superior reading performance (standard score in Broad Reading equal to or higher than 130) and 43 average readers (standard score in Broad Reading between 85 and 115) were assessed on measures of general intelligence, planning, attention, simultaneous, and successive processing. The results of multivariate analyses indicated that the superior readers performed significantly better than the average readers only in simultaneous and successive processing. However, the superior readers exhibited diverse individual profiles of cognitive assets. The psychoeducational implications of these findings are discussed.
{"title":"The PASS to superior reading performance","authors":"Kristy Dunn, George K. Georgiou, J. Das","doi":"10.1080/13598139.2018.1507900","DOIUrl":"https://doi.org/10.1080/13598139.2018.1507900","url":null,"abstract":"ABSTRACT Although the role of cognitive processes, such as planning, attention, simultaneous, and successive (PASS) processing in reading ability has been examined in samples of typically developing children and children with reading difficulties, it remains unclear if these processes also contribute to superior reading performance. Thus, in this study we examined (a) which PASS processes differentiate superior readers from average readers and (b) what is the individual profile of the superior readers. Thirty-six children with superior reading performance (standard score in Broad Reading equal to or higher than 130) and 43 average readers (standard score in Broad Reading between 85 and 115) were assessed on measures of general intelligence, planning, attention, simultaneous, and successive processing. The results of multivariate analyses indicated that the superior readers performed significantly better than the average readers only in simultaneous and successive processing. However, the superior readers exhibited diverse individual profiles of cognitive assets. The psychoeducational implications of these findings are discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"135 - 148"},"PeriodicalIF":1.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1507900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49500026","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: 10.1080/13598139.2018.1507901
F. G. Mendes, J. Nascimento, E. R. D. Souza, C. Collet, M. Milistetd, J. Côté, H. Carvalho
ABSTRACT The patterns of cumulated structured volleyball practice and other structured sports activities of elite adult Brazilian players, considering age of specialization in volleyball and achievement of international competition representing the national team, were examined using Bayesian multilevel models. Elite volleyball players (n = 78) with an average age of 19.2 (SD = 0.9) years were considered. We used retrospective quantitative questionnaire to track individual training history. The mean age of specialization in volleyball was 10.7 (95% CI 10.3 to 11.0) for players that specialized early (before age 12), 14.1 (95% CI 13.9 to 14.3) for players that specialized intermediate (between ages 13 and 15), and 16.2 (95% CI 15.7 to 16.7) for players that specialized late (after age 16). Consequently, the earlier the specialization age in volleyball, the more years of training experience were accumulated. International and national level players were similar in both specialization age and pattern of engagement in other structured sport activities. Conditional on the data and models, attainment of expertise in volleyball may be favored by the accumulation of nonspecific sport experiences at early ages, and specialization may occur at a rather late age during adolescence.
{"title":"Retrospective analysis of accumulated structured practice: A Bayesian multilevel analysis of elite Brazilian volleyball players","authors":"F. G. Mendes, J. Nascimento, E. R. D. Souza, C. Collet, M. Milistetd, J. Côté, H. Carvalho","doi":"10.1080/13598139.2018.1507901","DOIUrl":"https://doi.org/10.1080/13598139.2018.1507901","url":null,"abstract":"ABSTRACT The patterns of cumulated structured volleyball practice and other structured sports activities of elite adult Brazilian players, considering age of specialization in volleyball and achievement of international competition representing the national team, were examined using Bayesian multilevel models. Elite volleyball players (n = 78) with an average age of 19.2 (SD = 0.9) years were considered. We used retrospective quantitative questionnaire to track individual training history. The mean age of specialization in volleyball was 10.7 (95% CI 10.3 to 11.0) for players that specialized early (before age 12), 14.1 (95% CI 13.9 to 14.3) for players that specialized intermediate (between ages 13 and 15), and 16.2 (95% CI 15.7 to 16.7) for players that specialized late (after age 16). Consequently, the earlier the specialization age in volleyball, the more years of training experience were accumulated. International and national level players were similar in both specialization age and pattern of engagement in other structured sport activities. Conditional on the data and models, attainment of expertise in volleyball may be favored by the accumulation of nonspecific sport experiences at early ages, and specialization may occur at a rather late age during adolescence.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"255 - 269"},"PeriodicalIF":1.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1507901","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47760811","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: 10.1080/13598139.2018.1518776
Aisling Bailey, C. MacMahon
ABSTRACT The purpose of this study was to contribute to newly emerging research within the area of circus arts. The more specific aim was to explore talent identification and recruitment processes in this area. A total of six participants involved in the selection, identification, and recruitment of circus artists undertook semi-structured, in-depth qualitative interviews. The participants were sampled from three different circus arts training and performance organizations. The results provide an overview and contrast of the talent identification and recruitment processes involved in an international performance-based circus, a national training and performance-based circus, and a youth training and performance-based circus. The findings show the complex and changing requirements for the domain of circus from fundamental skills, to developing skills for performance, and then skills for innovation, and echo the call to support transitions between performance levels (Burtt & Lavers, 2017). This research builds a strong foundation for continued exploration to understand the complexity of this area of training and performance. Abbrevations: CDS = Cirque du Soleil FFF = Flying Fruit Fly CircusNICA = National Institute for Circus Arts FTEM = Foundation; Talent; Elite; Mastery
{"title":"Exploring talent identification and recruitment at circus arts training and performance organizations","authors":"Aisling Bailey, C. MacMahon","doi":"10.1080/13598139.2018.1518776","DOIUrl":"https://doi.org/10.1080/13598139.2018.1518776","url":null,"abstract":"ABSTRACT The purpose of this study was to contribute to newly emerging research within the area of circus arts. The more specific aim was to explore talent identification and recruitment processes in this area. A total of six participants involved in the selection, identification, and recruitment of circus artists undertook semi-structured, in-depth qualitative interviews. The participants were sampled from three different circus arts training and performance organizations. The results provide an overview and contrast of the talent identification and recruitment processes involved in an international performance-based circus, a national training and performance-based circus, and a youth training and performance-based circus. The findings show the complex and changing requirements for the domain of circus from fundamental skills, to developing skills for performance, and then skills for innovation, and echo the call to support transitions between performance levels (Burtt & Lavers, 2017). This research builds a strong foundation for continued exploration to understand the complexity of this area of training and performance. Abbrevations: CDS = Cirque du Soleil FFF = Flying Fruit Fly CircusNICA = National Institute for Circus Arts FTEM = Foundation; Talent; Elite; Mastery","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"213 - 240"},"PeriodicalIF":1.8,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1518776","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49031517","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 : 2018-07-02DOI: 10.1080/13598139.2018.1489222
Sakhavat Mammadov, Tracy L. Cross, T. Ward
ABSTRACT Understanding factors associated with achievement and mechanisms underlying their relationships is critical for planning interventions and services to improve students’ performance and meet their needs. In the present study, the authors examined the predictive role of three Big Five personality traits (conscientiousness, agreeableness, and openness to experience) on academic achievement within the sample of gifted students. Self-regulatory efficacy and autonomous and controlled types of motivation served as mediators in these relationships. Data were collected from 161 gifted middle and high school students. All three personality traits had direct associations with academic achievement. The indirect associations through specific pathways were estimated. Conscientiousness was mediated by self-regulatory efficacy and autonomous motivation, whereas openness was mediated by controlled motivation and autonomous motivation.
{"title":"The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation","authors":"Sakhavat Mammadov, Tracy L. Cross, T. Ward","doi":"10.1080/13598139.2018.1489222","DOIUrl":"https://doi.org/10.1080/13598139.2018.1489222","url":null,"abstract":"ABSTRACT Understanding factors associated with achievement and mechanisms underlying their relationships is critical for planning interventions and services to improve students’ performance and meet their needs. In the present study, the authors examined the predictive role of three Big Five personality traits (conscientiousness, agreeableness, and openness to experience) on academic achievement within the sample of gifted students. Self-regulatory efficacy and autonomous and controlled types of motivation served as mediators in these relationships. Data were collected from 161 gifted middle and high school students. All three personality traits had direct associations with academic achievement. The indirect associations through specific pathways were estimated. Conscientiousness was mediated by self-regulatory efficacy and autonomous motivation, whereas openness was mediated by controlled motivation and autonomous motivation.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"111 - 133"},"PeriodicalIF":1.8,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2018.1489222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41346831","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 : 2018-01-02DOI: 10.1080/13598139.2017.1423042
Laura Chittle, Sean Horton, Jess C. Dixon
ABSTRACT Relative age effects (RAEs) explain the (dis)advantages individuals experience as a result of when they are born relative to a pre-determined cut-off date. Within an interuniversity setting, academic timing (AT) may moderate the RAE pattern due to some student-athletes having eligibility years that do not correspond with their birth years. The purpose of this study was to examine the influence of the RAE and AT on interuniversity football players. A series of chi-square goodness of fit tests (χ2) revealed no RAE when all student-athletes were analyzed together as well as among those who were delayed (i.e. eligibility years that correspond with a younger cohort), and a traditional RAE among those who were on-time (i.e. eligibility years that correspond with their year of birth). Student-athletes ranged between 1 and 12 years delayed, with the majority of these athletes being delayed by one (30.76%) or two years (30.97%). This study suggests that there may be advantages to student-athletes delaying their participation within football, as these delays may help mitigate the overall RAE by equalizing playing opportunities for relatively younger student-athletes. However, delaying eligibility raises concerns about equity, particularly for those progressing to interuniversity football directly out of high school who may have to compete for roster spots against student-athletes who may be up to 12 years delayed.
{"title":"Relative age effects and academic timing in Canadian interuniversity football","authors":"Laura Chittle, Sean Horton, Jess C. Dixon","doi":"10.1080/13598139.2017.1423042","DOIUrl":"https://doi.org/10.1080/13598139.2017.1423042","url":null,"abstract":"ABSTRACT Relative age effects (RAEs) explain the (dis)advantages individuals experience as a result of when they are born relative to a pre-determined cut-off date. Within an interuniversity setting, academic timing (AT) may moderate the RAE pattern due to some student-athletes having eligibility years that do not correspond with their birth years. The purpose of this study was to examine the influence of the RAE and AT on interuniversity football players. A series of chi-square goodness of fit tests (χ2) revealed no RAE when all student-athletes were analyzed together as well as among those who were delayed (i.e. eligibility years that correspond with a younger cohort), and a traditional RAE among those who were on-time (i.e. eligibility years that correspond with their year of birth). Student-athletes ranged between 1 and 12 years delayed, with the majority of these athletes being delayed by one (30.76%) or two years (30.97%). This study suggests that there may be advantages to student-athletes delaying their participation within football, as these delays may help mitigate the overall RAE by equalizing playing opportunities for relatively younger student-athletes. However, delaying eligibility raises concerns about equity, particularly for those progressing to interuniversity football directly out of high school who may have to compete for roster spots against student-athletes who may be up to 12 years delayed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"29 1","pages":"65 - 78"},"PeriodicalIF":1.8,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1423042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48499224","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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