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Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being
Gifted Child Quarterly ( IF 2.409 ) Pub Date : 2020-07-29 , DOI: 10.1177/0016986220932533
Sebastian Bergold 1 , Linda Wirthwein 1 , Ricarda Steinmayr 1
Affiliation  

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 = .66/.81), math ability self-concept (.71), intrinsic motivation (.62), and investigative vocational interests (.65). Some smaller differences were found for realistic (.42) and social interests (–.37) and for pressure in math lessons (–.52). Results support Terman’s findings on gifted individuals’ psychological functioning and contradict negative stereotypes about the gifted.

中文翻译:

智力天赋学生和平均能力学生在学校表现、动机和主观幸福感方面的异同

特曼的研究是第一个系统地记录有智力天赋的人的生活的研究。这项横断面研究复制并扩展了特曼关于儿童天才儿童特征的一些发现,比较了通过倾向评分匹配匹配的大部分未选择的天才 (n = 50) 和平均能力 (n = 50) 青少年样本。比较学生的学校表现(标准化数学和阅读测试和成绩)、动机(数学能力自我概念、内在动机、职业兴趣和教育愿望)、父母教育期望、学生对学校教学的评价(感知质量和压力)和主观幸福感。天才在数学表现(排名双列 r = .66/.81)、数学能力自我概念(.71)、内在动机(.62)、和调查性职业兴趣 (.65)。在现实 (.42) 和社会兴趣 (–.37) 以及数学课上的压力 (–.52) 方面发现了一些较小的差异。结果支持特曼关于天才个体心理功能的发现,并与对天才的负面刻板印象相矛盾。
更新日期:2020-07-29
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