ABSTRACT

Understanding the factors that influence achievement among gifted students has been a longstanding interest of researchers in the field of gifted education. To that end, this study investigated the individual difference antecedents of achievement as a means to identify dispositions and motivational processes that inform the design of interventions to improve student performance. More specifically, we report the results of a mediation analysis in which the association between personality traits and academic achievement is explained by autonomous motivation in a sample of gifted students (N = 161). All Big Five personality traits were found to be significant predictors of achievement measured by ACT or ACT Explore scores. Agreeableness, neuroticism, and extraversion had negative direct associations with achievement. The positive associations of conscientiousness and openness with achievement were partially mediated by autonomous motivation. Results are discussed in terms of adapting educational practices to the specific personality traits and motivational orientations of gifted students.

摘要

了解影响资优学生成绩的因素一直是资优教育领域研究人员的长期兴趣。为此，本研究调查了成就的个体差异前因，作为识别性格和动机过程的一种手段，这些倾向和动机过程为干预设计以提高学生成绩提供信息。更具体地说，我们报告了中介分析的结果，其中人格特质和学业成绩之间的关联是通过天才学生样本中的自主动机来解释的（N = 161）。发现所有大五人格特质都是通过 ACT 或 ACT 探索分数衡量的成就的重要预测因素。宜人性、神经质和外向性与成就有直接的负相关。责任心和开放性与成就的正相关部分是由自主动机调节的。结果是根据使教育实践适应天才学生的特定人格特征和动机取向的方式进行讨论的。