An Exploration of the Psychosocial Characteristics of High Achieving Students and Identified Gifted Students

Abstract

High achieving students or “bright children” are often denied access to gifted services because they do not meet “gifted” criteria. Although psychosocial factors play an integral role in academic success, and can be useful in providing a clearer picture of student need, they are seldom considered in the decision to identify a student for gifted services. This study compared identified gifted students and non-identified high achieving students on their self-perceptions of several psychosocial factors to provide additional evidence that gifted services, depending on the framework and content of these services, may be appropriate for non-identified high achieving students as well. Results indicated that non-identified high achieving students’ psychosocial self-perceptions, as measured by the School Attitude Assessment Survey–Revised (SAAS-R) Subscales, were comparable with the identified gifted students, suggesting that the high achieving students could have benefited from the gifted services their school offered.

IGNITE: Empowering high ability underachieving students to become focused learners in mainstream classes

“…Identification appears to increase academic self-perception for many of these underachievers which supports Ritchotte et al (2016). Students were empowered by the student agency involved in the use of Maker Model strategies.…”

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

“…Perhaps the most frequently cited individual-level factor in the literature linked to the development of gifted potential is the student’s motivation to achieve (Abu-Hamour & Al-Hmouz, 2013; McCoach & Siegle, 2003; Ritchotte, Suhr, Alfurayh, & Graefe, 2016; Wellisch & Brown, 2013). Defined as “the processes that allow people to select appropriate goals and to pursue them successfully” (Lin-Siegler, Dweck, & Cohen, 2016), motivation has long been referenced by theorists in the field as a key element of giftedness (Csikszentmihalyi, Rathunde, & Whalen, 1997; Gagné, 2000; Sternberg, 2001).…”

Impact of social stratification on child development and learning

“…32 Previous research has found that through proper stage attainment individuals gain emotional, social and mental well-being. [22][23][24][25][26][27][28]31,[33][34][35] Stages are either attained or unsuccessful through the dynamic push and pull of interpersonal relationships and psychological developments, hence the term "psychosocial development". 32 Caregivers must consistently meet physiological needs such as feeding and changing early in development and then encourage autonomous actions such as walking, changing, and toileting.…”

“…32 Successful relationships have been shown to improve and even predict academic performance. [22][23][24][25][26][27][28]31,[33][34][35] Researchers have also found that development of certain psychosocial characteristics have a major impact on academic performance. Many researchers found motivation plays a vital role in academic performance.…”