Similarities and Differences between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being
Saved in:
| Title: | Similarities and Differences between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being |
|---|---|
| Language: | English |
| Authors: | Bergold, Sebastian, Wirthwein, Linda, Steinmayr, Ricarda |
| Source: | Gifted Child Quarterly. Oct 2020 64(4):285-303. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Academic Achievement, Student Motivation, Well Being, Academically Gifted, Academic Ability, Self Concept, Parent Attitudes, Student Attitudes, Student Evaluation of Teacher Performance, Secondary School Students, Culture Fair Tests, Intelligence Tests, Foreign Countries, Self Concept Measures, Personality Measures, Interest Inventories, Vocational Interests, Individual Differences |
| Geographic Terms: | Germany |
| Assessment and Survey Identifiers: | Academic Self Concept Scale, Holland Vocational Preference Inventory |
| DOI: | 10.1177/0016986220932533 |
| ISSN: | 1934-9041 |
| Abstract: | Terman's study was the first to systematically document the lives of the intellectually gifted. This cross-sectional study replicates and extends some of Terman's findings on characteristics of the gifted in childhood, comparing largely unselected samples of gifted (n = 50) and average-ability (n = 50) adolescents matched by means of propensity score matching. Students were compared on their school performance (standardized math and reading tests and grades), motivation (math ability self-concept, intrinsic motivation, vocational interests, and educational aspirations), parental educational expectations, students' evaluation of school instruction (perceived quality and pressure), and subjective well-being. The gifted scored higher on math performance (rank-biserial r = 0.66/0.81), math ability self-concept (0.71), intrinsic motivation (0.62), and investigative vocational interests (0.65). Some smaller differences were found for realistic (0.42) and social interests (-0.37) and for pressure in math lessons (-0.52). Results support Terman's findings on gifted individuals' psychological functioning and contradict negative stereotypes about the gifted. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1267749 |
| Database: | ERIC |
| Abstract: | Terman's study was the first to systematically document the lives of the intellectually gifted. This cross-sectional study replicates and extends some of Terman's findings on characteristics of the gifted in childhood, comparing largely unselected samples of gifted (n = 50) and average-ability (n = 50) adolescents matched by means of propensity score matching. Students were compared on their school performance (standardized math and reading tests and grades), motivation (math ability self-concept, intrinsic motivation, vocational interests, and educational aspirations), parental educational expectations, students' evaluation of school instruction (perceived quality and pressure), and subjective well-being. The gifted scored higher on math performance (rank-biserial r = 0.66/0.81), math ability self-concept (0.71), intrinsic motivation (0.62), and investigative vocational interests (0.65). Some smaller differences were found for realistic (0.42) and social interests (-0.37) and for pressure in math lessons (-0.52). Results support Terman's findings on gifted individuals' psychological functioning and contradict negative stereotypes about the gifted. |
|---|---|
| ISSN: | 1934-9041 |
| DOI: | 10.1177/0016986220932533 |
