Pub Date : 2019-09-27DOI: 10.1177/0162353219874430
Noel Jett, Anne N. Rinn
Although acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Furthermore, a large portion of this research pertained to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (3 or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, although more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.
{"title":"Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry","authors":"Noel Jett, Anne N. Rinn","doi":"10.1177/0162353219874430","DOIUrl":"https://doi.org/10.1177/0162353219874430","url":null,"abstract":"Although acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Furthermore, a large portion of this research pertained to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (3 or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, although more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"303 - 335"},"PeriodicalIF":1.3,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219874430","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43067694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-27DOI: 10.1177/0162353219874418
Carla B. Brigandi, Cindy M. Gilson, Myriah Miller
The purpose of this longitudinal case study was to investigate the relationship between participation in professional development in Renzulli’s Enrichment Triad Model and one gifted education teacher’s knowledge and practice, with particular attention to differentiated instruction. Findings indicated that professional development increased the participating teacher’s knowledge of gifted education, her attitude toward change, and her repertoire of instructional strategies; however, it did not alter her underlying beliefs or subsequent approach to gifted education. Time span and provider support were noted as promoters of effective professional development. Conceptual blocks, teacher characteristics, and lack of time were identified as barriers that inhibited professional development–related change with regard to differentiated instruction for learners who have high academic ability.
{"title":"Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study","authors":"Carla B. Brigandi, Cindy M. Gilson, Myriah Miller","doi":"10.1177/0162353219874418","DOIUrl":"https://doi.org/10.1177/0162353219874418","url":null,"abstract":"The purpose of this longitudinal case study was to investigate the relationship between participation in professional development in Renzulli’s Enrichment Triad Model and one gifted education teacher’s knowledge and practice, with particular attention to differentiated instruction. Findings indicated that professional development increased the participating teacher’s knowledge of gifted education, her attitude toward change, and her repertoire of instructional strategies; however, it did not alter her underlying beliefs or subsequent approach to gifted education. Time span and provider support were noted as promoters of effective professional development. Conceptual blocks, teacher characteristics, and lack of time were identified as barriers that inhibited professional development–related change with regard to differentiated instruction for learners who have high academic ability.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"362 - 395"},"PeriodicalIF":1.3,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219874418","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42031100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-27DOI: 10.1177/0162353219874440
Chin-Wen Lee, Jennifer A. Ritchotte
According to the 2014–2015 State of the States in Gifted Education, Colorado is the only state in the United States where a series of on-site, customized twice-exceptional professional development (2E PD) opportunities have been implemented. The purpose of this case study evaluation was to understand the implementation of 2E PD during 2014–2016 in a school district in Colorado. Seven training participants and four administrators who were involved in the training were purposefully selected. Data sources consisted of interviews, documentation, and archival records. Eight major themes emerged: (a) increased knowledge and skills, (b) evolved attitudes, (c) recurring challenges, (d) utilizing a team approach, (e) improved performance, (f) difficulty in measuring impact, (g) improved school culture, and (h) planning for the future. In addition to a discussion of themes, implications for improving educator and student outcomes and for creating organizational support and changes are presented.
{"title":"A Case Study Evaluation of the Implementation of Twice-Exceptional Professional Development in Colorado","authors":"Chin-Wen Lee, Jennifer A. Ritchotte","doi":"10.1177/0162353219874440","DOIUrl":"https://doi.org/10.1177/0162353219874440","url":null,"abstract":"According to the 2014–2015 State of the States in Gifted Education, Colorado is the only state in the United States where a series of on-site, customized twice-exceptional professional development (2E PD) opportunities have been implemented. The purpose of this case study evaluation was to understand the implementation of 2E PD during 2014–2016 in a school district in Colorado. Seven training participants and four administrators who were involved in the training were purposefully selected. Data sources consisted of interviews, documentation, and archival records. Eight major themes emerged: (a) increased knowledge and skills, (b) evolved attitudes, (c) recurring challenges, (d) utilizing a team approach, (e) improved performance, (f) difficulty in measuring impact, (g) improved school culture, and (h) planning for the future. In addition to a discussion of themes, implications for improving educator and student outcomes and for creating organizational support and changes are presented.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"336 - 361"},"PeriodicalIF":1.3,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219874440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44184656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T M Cacciottolo, A Perikari, A van der Klaauw, E Henning, L K J Stadler, J Keogh, I S Farooqi, G Tenin, B Keavney, E Ryan, R Budd, M Bewley, P Coelho, W Rumsey, Y Sanchez, J McCafferty, D Dockrell, S Walmsley, M Whyte, Y Liu, M-K Choy, G Tenin, S Abraham, G Black, B Keavney, T Ford, B Stanley, R Good, P Rocchiccioli, M McEntegart, S Watkins, H Eteiba, A Shaukat, M Lindsay, K Robertson, S Hood, R McGeoch, R McDade, N Sidik, P McCartney, D Corcoran, D Collison, C Rush, A McConnachie, R Touyz, K Oldroyd, Colin Berry, G Gazdagh, L Diver, J Marshall, R McGowan, F Ahmed, E Tobias, E Curtis, C Parsons, K Maslin, S D'Angelo, R Moon, S Crozier, F Gossiel, N Bishop, S Kennedy, A Papageorghiou, R Fraser, S Gandhi, A Prentice, H Inskip, K Godfrey, I Schoenmakers, M K Javaid, R Eastell, C Cooper, N Harvey, E R Watt, A Howden, A Mirchandani, P Coelho, J L Hukelmann, P Sadiku, T M Plant, D A Cantrell, M K B Whyte, S R Walmsley, I Mordi, C Forteath, A Wong, M Mohan, C Palmer, A Doney, G Rena, C Lang, E H Gray, S Azarian, A Riva, H Edwards, M J W McPhail, R Williams, S Chokshi, V C Patel, L A Edwards, D Page, M Miossec, S Williams, R Monaghan, E Fotiou, M Santibanez-Koref, B Keavney, M Badat, S Mettananda, P Hua, R Schwessinger, J Hughes, D Higgs, J Davies
{"title":"Scientific Business Abstracts of the 113th Annual Meeting of the Association of Physicians of Great Britain and Ireland.","authors":"T M Cacciottolo, A Perikari, A van der Klaauw, E Henning, L K J Stadler, J Keogh, I S Farooqi, G Tenin, B Keavney, E Ryan, R Budd, M Bewley, P Coelho, W Rumsey, Y Sanchez, J McCafferty, D Dockrell, S Walmsley, M Whyte, Y Liu, M-K Choy, G Tenin, S Abraham, G Black, B Keavney, T Ford, B Stanley, R Good, P Rocchiccioli, M McEntegart, S Watkins, H Eteiba, A Shaukat, M Lindsay, K Robertson, S Hood, R McGeoch, R McDade, N Sidik, P McCartney, D Corcoran, D Collison, C Rush, A McConnachie, R Touyz, K Oldroyd, Colin Berry, G Gazdagh, L Diver, J Marshall, R McGowan, F Ahmed, E Tobias, E Curtis, C Parsons, K Maslin, S D'Angelo, R Moon, S Crozier, F Gossiel, N Bishop, S Kennedy, A Papageorghiou, R Fraser, S Gandhi, A Prentice, H Inskip, K Godfrey, I Schoenmakers, M K Javaid, R Eastell, C Cooper, N Harvey, E R Watt, A Howden, A Mirchandani, P Coelho, J L Hukelmann, P Sadiku, T M Plant, D A Cantrell, M K B Whyte, S R Walmsley, I Mordi, C Forteath, A Wong, M Mohan, C Palmer, A Doney, G Rena, C Lang, E H Gray, S Azarian, A Riva, H Edwards, M J W McPhail, R Williams, S Chokshi, V C Patel, L A Edwards, D Page, M Miossec, S Williams, R Monaghan, E Fotiou, M Santibanez-Koref, B Keavney, M Badat, S Mettananda, P Hua, R Schwessinger, J Hughes, D Higgs, J Davies","doi":"10.1093/qjmed/hcz175","DOIUrl":"10.1093/qjmed/hcz175","url":null,"abstract":"","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"16 1","pages":"724-729"},"PeriodicalIF":1.2,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87101242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-23DOI: 10.1177/0162353219855681
I-Chen Wu, C. O. Lo, Kuei-Fang Tsai
Empirical studies investigating twice-exceptional students’ learning experiences and intricate needs remain scarce to date. Even though highly able learners with autism spectrum disorder (ASDs) demonstrate potential for high achievement and/or creative productivity, they also face potential psychosocial distresses such as anxiety disorders and poor self-concept. This study aimed to explore positive educational opportunities for highly able learners diagnosed with ASD. Using a success case method, the researchers invited two fifth-grade highly able learners with ASD to participate in this study. Data collection included interviews, observations, questionnaires, and supplementary artifacts. Adopting a general inductive analysis approach and a Glaserian coding paradigm, the researchers identified a core category, supportive school context (SSC), along with three subcategories: (a) curriculum flexibility, (b) strength-based approaches, and (c) safe environment. The findings could provide effective pedagogical strategies for teachers, school administrators, and parents. Furthermore, we rendered several suggestions for future research.
{"title":"Learning Experiences of Highly Able Learners With ASD: Using a Success Case Method","authors":"I-Chen Wu, C. O. Lo, Kuei-Fang Tsai","doi":"10.1177/0162353219855681","DOIUrl":"https://doi.org/10.1177/0162353219855681","url":null,"abstract":"Empirical studies investigating twice-exceptional students’ learning experiences and intricate needs remain scarce to date. Even though highly able learners with autism spectrum disorder (ASDs) demonstrate potential for high achievement and/or creative productivity, they also face potential psychosocial distresses such as anxiety disorders and poor self-concept. This study aimed to explore positive educational opportunities for highly able learners diagnosed with ASD. Using a success case method, the researchers invited two fifth-grade highly able learners with ASD to participate in this study. Data collection included interviews, observations, questionnaires, and supplementary artifacts. Adopting a general inductive analysis approach and a Glaserian coding paradigm, the researchers identified a core category, supportive school context (SSC), along with three subcategories: (a) curriculum flexibility, (b) strength-based approaches, and (c) safe environment. The findings could provide effective pedagogical strategies for teachers, school administrators, and parents. Furthermore, we rendered several suggestions for future research.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"216 - 242"},"PeriodicalIF":1.3,"publicationDate":"2019-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219855681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46735481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-22DOI: 10.1177/0162353219855676
A. Alodat, Marshall F. Zumberg
This qualitative study aimed to discover teachers’ perceptions about the effectiveness of using the nonverbal Cognitive Abilities Screening Test (CogAT) in identifying gifted and talented children. The study’s sample of six teachers participated in standardizing the Jordanian version of the CogAT. Teachers attended a focus group discussion, and they were asked to discuss four open-ended questions. The focus group discussion results indicated strong agreement by teachers of the effectiveness of using the Arabic Jordanian version of CogAT. Specifically, teachers expressed their satisfaction about the test items and guidelines. Moreover, they unanimously agreed that the test is appropriate to use in Jordan. Also, teachers provided many positive comments and feedback about the ability of this test to identify young gifted children. Finally, teachers described the reality of gifted education services in Jordan.
{"title":"Using a Nonverbal Cognitive Abilities Screening Test in Identifying Gifted and Talented Young Children in Jordan: A Focus Group Discussion of Teachers*","authors":"A. Alodat, Marshall F. Zumberg","doi":"10.1177/0162353219855676","DOIUrl":"https://doi.org/10.1177/0162353219855676","url":null,"abstract":"This qualitative study aimed to discover teachers’ perceptions about the effectiveness of using the nonverbal Cognitive Abilities Screening Test (CogAT) in identifying gifted and talented children. The study’s sample of six teachers participated in standardizing the Jordanian version of the CogAT. Teachers attended a focus group discussion, and they were asked to discuss four open-ended questions. The focus group discussion results indicated strong agreement by teachers of the effectiveness of using the Arabic Jordanian version of CogAT. Specifically, teachers expressed their satisfaction about the test items and guidelines. Moreover, they unanimously agreed that the test is appropriate to use in Jordan. Also, teachers provided many positive comments and feedback about the ability of this test to identify young gifted children. Finally, teachers described the reality of gifted education services in Jordan.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"266 - 279"},"PeriodicalIF":1.3,"publicationDate":"2019-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219855676","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43797927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-22DOI: 10.1177/0162353219855678
Anne N. Rinn, J. Plucker
Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement among high-ability college students and that honors programming leads to positive student outcomes. The findings are discussed in light of the need for an understanding of high-ability college students and postsecondary honors education.
{"title":"High-Ability College Students and Undergraduate Honors Programs: A Systematic Review","authors":"Anne N. Rinn, J. Plucker","doi":"10.1177/0162353219855678","DOIUrl":"https://doi.org/10.1177/0162353219855678","url":null,"abstract":"Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement among high-ability college students and that honors programming leads to positive student outcomes. The findings are discussed in light of the need for an understanding of high-ability college students and postsecondary honors education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"187 - 215"},"PeriodicalIF":1.3,"publicationDate":"2019-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219855678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48301159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-19DOI: 10.1177/0162353219855679
E. Judson, N. Bowers, Kristi Glassmeyer
Although several studies have reported Advanced Placement (AP) growth, little attention has been paid to school- and classroom-level strategies that encourage students to enroll into AP courses and complete AP exams. This study focused on determining goals emphasized, and strategies used, by science and math teachers (N = 143). Results indicated teachers believe the greatest value of AP is in providing college-type experiences and boosting subject confidence; they place less importance on goals of students earning passing scores and improving college admission chances. Comparison based on school socioeconomic status indicated Title I teachers view AP as having greater value and are significantly more likely to require students to complete AP exams than non-Title I teachers. Title I teachers used twice the amount of strategies to convince students to complete AP exams. Interestingly, more than one third of the teachers enticed students by waiving final exams in lieu of completing AP exams.
{"title":"Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices","authors":"E. Judson, N. Bowers, Kristi Glassmeyer","doi":"10.1177/0162353219855679","DOIUrl":"https://doi.org/10.1177/0162353219855679","url":null,"abstract":"Although several studies have reported Advanced Placement (AP) growth, little attention has been paid to school- and classroom-level strategies that encourage students to enroll into AP courses and complete AP exams. This study focused on determining goals emphasized, and strategies used, by science and math teachers (N = 143). Results indicated teachers believe the greatest value of AP is in providing college-type experiences and boosting subject confidence; they place less importance on goals of students earning passing scores and improving college admission chances. Comparison based on school socioeconomic status indicated Title I teachers view AP as having greater value and are significantly more likely to require students to complete AP exams than non-Title I teachers. Title I teachers used twice the amount of strategies to convince students to complete AP exams. Interestingly, more than one third of the teachers enticed students by waiving final exams in lieu of completing AP exams.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"243 - 265"},"PeriodicalIF":1.3,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219855679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48473475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-08DOI: 10.1177/0162353219836737
Emily L. Mofield, Megan Parker Peters
The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers (n = 15) and gifted achievers (n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence (d = .79), lower scores on Organization (d = −1.01), and lower Self-Regulation/Motivation (d = −1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students (N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, β = .35, p < .0001; Doubt of Action, β = .28, p < .0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, β = .35, p < .0001, and Organization, β = .21, p = .001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.
本研究比较了6 ~ 8年级15名天才后起生(n = 15)和169名天才后起生(n = 169)在智力心态信念(固定与成长)、完美主义维度(担心错误、怀疑行动、个人标准、组织)和成就态度方面的差异，并考察了心态信念与完美主义维度之间的关系。与天才优等生相比，天才后进生对智力的固定心态信念较高(d = 0.79)，组织能力得分较低(d = - 1.01)，自我调节/动机较低(d = - 1.17)。这些因素在预测成就状态的逻辑回归模型中也具有统计学意义。此外，对于整个资优学生样本(N = 264)，固定心态信念预测了评估关注完美主义的两个维度(关注错误，β = 0.35, p < 0.0001;行动怀疑，β = 0.28, p < 0.0001)，而成长心态信念预测积极奋斗完美主义的两个维度(个人标准，β = 0.35, p < 0.0001，组织，β = 0.21, p = .001)。我们的研究结果更清晰地揭示了成绩不佳、完美主义、内隐智力理论和成就态度之间的关系，为情感干预提供了指导。
{"title":"Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students","authors":"Emily L. Mofield, Megan Parker Peters","doi":"10.1177/0162353219836737","DOIUrl":"https://doi.org/10.1177/0162353219836737","url":null,"abstract":"The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers (n = 15) and gifted achievers (n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence (d = .79), lower scores on Organization (d = −1.01), and lower Self-Regulation/Motivation (d = −1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students (N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, β = .35, p < .0001; Doubt of Action, β = .28, p < .0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, β = .35, p < .0001, and Organization, β = .21, p = .001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"107 - 134"},"PeriodicalIF":1.3,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219836737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44019158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-27DOI: 10.1177/0162353219836924
Shelagh A. Gallagher
Students’ personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.
{"title":"Epistemological Differences Between Gifted and Typically Developing Middle School Students","authors":"Shelagh A. Gallagher","doi":"10.1177/0162353219836924","DOIUrl":"https://doi.org/10.1177/0162353219836924","url":null,"abstract":"Students’ personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"164 - 184"},"PeriodicalIF":1.3,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219836924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43377449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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