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What Boosts Talent Development? Examining Predictors of Academic Growth in Secondary School Among Academically Advanced Youth Across 21 Years
Gifted Child Quarterly ( IF 2.409 ) Pub Date : 2019-08-24 , DOI: 10.1177/0016986219869042
Jonathan Wai 1 , Jeff Allen 2
Affiliation  

We examined 482,418 students who took the ACT in the seventh grade and again in high school, taking an exploratory analytic approach to examine academic growth trends from 1996 to 2017. Predictors included sociodemographics, interests, high school (HS) characteristics, HS coursework and GPA, and extracurriculars, which explained 25% of the variance in academic growth. Overall, growth improved from 2005 to 2017, but growth for low-income and Hispanic students was stagnant. Catholic and private school students had the highest growth; homeschooled and high-poverty public school students had the lowest. High growth was associated with STEM (science, technology, engineering, mathematics) elective HS courses and advanced AP, accelerated, and honors courses. Students with investigative and conventional interests had higher growth. Some extracurriculars had significant relationships with academic growth, though the effects were small.

中文翻译:

什么促进人才发展?检查 21 年来学业先进的青年中学学业增长的预测因素

我们检查了 482,418 名在七年级和高中再次参加 ACT 的学生,采用探索性分析方法来检查 1996 年至 2017 年的学业增长趋势。预测因素包括社会人口统计学、兴趣、高中 (HS) 特征、HS 课程作业和 GPA和课外活动,这解释了 25% 的学业增长差异。总体而言,2005 年至 2017 年的增长有所改善,但低收入和西班牙裔学生的增长停滞不前。天主教和私立学校的学生增长最快;在家自学和高度贫困的公立学校学生最低。高增长与 STEM(科学、技术、工程、数学)选修 HS 课程和高级 AP、加速课程和荣誉课程相关。有研究兴趣和传统兴趣的学生有更高的成长。
更新日期:2019-08-24
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