Locus of control measurements for gifted and nongifted children

Collier, Robert G.; Jacobson, Michael G.; Stahl, Steven A.

doi:10.1080/02783198709553048

Cited by 9 publications

(5 citation statements)

References 19 publications

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“…These findings are inconsistent with our prediction that gifted students would make higher internal attributions (ability or effort) for foreign language learning success. Specifically, our results do not support the preponderance of findings from the literature supporting the conclusion that children identified as gifted tend to attribute success primarily to ability (e.g., Bell & Schindler, 2001Brody & Benbow, 1986, Collier et al, 1987Engelberg & Evans, 1986;Vlahovic-Stetic et al, 1999).…”

Section: Discussioncontrasting

confidence: 99%

“…Among earlier studies, Brody and Benbow (1986) found that 301 highly talented adolescents scored higher on general internal locus of control (not focusing on academic competence) than a comparison group of 205 high achievers. Similarly, Collier, Jacobson, and Stahl (1987) examined a group of 179 sixth through ninth graders, both gifted and age-matched typically achieving students. As in the Brody and Benbow study, the students who were gifted tended to have higher scores for internal locus of control in their general attributions for success and failure.…”

Section: Affective Dimensions Of Foreign Language Learningmentioning

confidence: 99%

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Foreign Language Learning Aptitudes, Attitudes, Attributions, and Achievement of Postsecondary Students Identified as Gifted

Bain

McCallum

Bell

et al. 2010

Journal of Advanced Academics

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We investigated the aptitudes, attitudes, attributions, and achievement of undergraduates identified as gifted who were taking a beginning Spanish course, and compared these characteristics to undergraduates in the same cohort group who had not been identified as gifted. There were differences in the aptitudes, attitudes, and achievement of post-secondary introductory Spanish students who had been identified as gifted and their nongifted peers. Gifted students had higher scores than nongifted students on the aptitude scale. The gifted group displayed a more positive attitude toward learning a foreign language than the nongifted group. Based on their performances on the attribution scale, the students identified as gifted and their nongifted peers did not differ in their attributions for ability, effort, teacher impact (context), or chance as explanations for their success in foreign language learning. Our findings seem to lead to suggestions for foreign language instructors to increase their focus on developing positive attitudes in all students, and on developing greater knowledge about native language skills (in this case, English) to enhance foreign language learning. However, research investigating the efficacy of such instruction is notably lacking. Therefore, studies investigating both of these areas would be welcome.

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Section: Discussioncontrasting

confidence: 99%

Section: Affective Dimensions Of Foreign Language Learningmentioning

confidence: 99%

Foreign Language Learning Aptitudes, Attitudes, Attributions, and Achievement of Postsecondary Students Identified as Gifted

Bain

McCallum

Bell

et al. 2010

Journal of Advanced Academics

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show abstract

“…"Boys were found to be more relaxed and realistic than girls and did not show more aggression, enthusiasm, confidence and adventurousness" (p. 41). Collier, Jacobson, and Stahl (1987) examined locus of control of gifted and nongifted children and found gifted children more internal in their attributions of success and failure. However, they report that, "the instrumentation measuring locus of control was found to have only moderate internal reliability" (p. 200).…”

Section: Personality Factors Of Parents Of Gifted Childrenmentioning

confidence: 99%

A review of personality factors in parents of gifted children and their families: Implications for research

Gockenbach

1989

J. Clin. Psychol.

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The relationship between personality traits of parents of gifted children and their families to perceived personality development and adjustment was reviewed. Little research has been conducted on personality traits of the parents of the gifted and how these may relate to the personality development of the children themselves. An issue still left unanswered in the recent research is the origin of the unique personality characteristics of gifted children. Are these children learning these characteristics from the parents' approach to child rearing, or are they genetically endowed? More research is necessary to draw definite conclusions.

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“…However, they are not fully adequate for a comprehensive and diagnostically appropriate identification of these individuals, as they do not always take into consideration the most relevant qualitative characteristics associated with giftedness. Several examples in this respect include creativity, leadership skills, artistic expression, perceptual ability, emotional stability [ 1 , 2 ], as well as an internal locus of control [ 3 ]. Significant methodological difficulties in exploring gifted children stem from the great variations in the characteristics present in a single individual, and the age at which individuals exhibit their giftedness [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

The Effects of COVID-19 on the Emotional and Social Stability, Motivation and Attitudes of Gifted and Non-Gifted Children in Greece

Papandreou¹,

Mavrogalou²,

Periferakis

et al. 2023

Children

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Gifted children exhibit advanced cognitive abilities, usually beyond their emotional development, which puts them at higher risk of the negative consequences of isolation. This study investigates the effects of distance learning and home confinement on the emotional and social stability, motivation, and attitudes of gifted and non-gifted children in Greece. Our study includes two subsets, from before (September 2017 to March 2020) and after the outbreak of the COVID-19 pandemic (April 2020 to March 2022). The analysis indicated that home confinement and distance learning caused children to create a stronger attachment with their parents, and it increased the involvement of parents in their child’s school experience. Non-gifted children displayed high levels of certain attitudes (perfectionism, desire for acceptance, and condescending behavior) and demonstrated elevated motivation. Gifted children in the pre-COVID-19 period had already displayed increased levels of condescending attitude, which is assumed to be the result of already existing expectations from their parents. The pandemic further increased this attitude, as a result of the higher expectations of their parents. Overall, the study highlighted the importance of children to have more than one support system and the need for them to strengthen their self-image.

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Locus of control measurements for gifted and nongifted children

Cited by 9 publications

References 19 publications

Foreign Language Learning Aptitudes, Attitudes, Attributions, and Achievement of Postsecondary Students Identified as Gifted

Foreign Language Learning Aptitudes, Attitudes, Attributions, and Achievement of Postsecondary Students Identified as Gifted

A review of personality factors in parents of gifted children and their families: Implications for research

The Effects of COVID-19 on the Emotional and Social Stability, Motivation and Attitudes of Gifted and Non-Gifted Children in Greece

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