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Emotional Response to Testing in Gifted and Highly Gifted Children
Gifted Child Quarterly ( IF 2.409 ) Pub Date : 2021-09-02 , DOI: 10.1177/00169862211042901
Cesare Cornoldi 1 , David Giofrè 2 , Irene Cristina Mammarella 1 , Enrico Toffalini 1
Affiliation  

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.



中文翻译:

天才和高天才儿童对测试的情绪反应

智商高的孩子在测试时是否有更大的情绪反应尚不清楚。这可能是由于这个特定人群的显着异质性,以及大多数研究缺乏减少与这种异质性相关的噪音的能力。本研究调查了 468,423 名参加全国数学和语言考试的意大利五年级学生的表现和情绪反应之间的关系。使用具有多项式项的统计模型进行分析。特别注意估计天才儿童(高于平均值 1.5-2.5 个标准差)或高天才儿童(高于平均值 2.5 个标准差)的平均情绪反应。结果表明,虽然较低的情绪反应与较高的成就相关,这种关系是非线性的,对天才儿童和高天才儿童的估计几乎相同。在所有水平的表现中,女孩都比男孩表现出更大的情绪反应。讨论了这些发现的理论和实践意义。

更新日期:2021-09-03
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