Motivational Characteristics in Mathematical Achievement: a study of gifted high‐achieving, gifted underachieving and non‐gifted pupils

Vlahović-Štetić, Vesna; Vidović, Vlasta Vizek; Arambašić, Lidija

doi:10.1080/1359813990100104

Cited by 43 publications

(35 citation statements)

References 12 publications

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“…In addition, the high stability of reading skills from Grade 1to Grade 2 means that there is very little variance left to predict for other factors. Math, on the other hand, has been shown to be a subject where affective and motivational influences are especially important (Stodolsky, Salk, & Glaessner, 1991;Vlahovic-Stetic, Vidovic, & Arambasic, 1999), and it is possible that parental beliefs and expectations have a more powerful influence on children's development in this area via children's own achievementrelated beliefs and behaviours. Previous studies 2003) have demonstrated a path leading from parents' general expectations of success to children's reading and math skill development via task-avoidance as rated by teachers in classroom situations.…”

Section: Parental Beliefs and Children's Academic Skillsmentioning

confidence: 97%

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

Mägi

Lerkkanen

Poikkeus

et al. 2011

Learning and Instruction

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Section: Parental Beliefs and Children's Academic Skillsmentioning

confidence: 97%

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

Mägi

Lerkkanen

Poikkeus

et al. 2011

Learning and Instruction

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“…(p. 113). Additionally, it has been reported that underachievers show stronger external attributions of success than achievers (e.g., Vlahovic-Stetic et al, 1999) and exhibit an external locus of control (Laffoon, Jenkins-Friedman, & Tollefson, 1989). Moreover, underachievers appear to display negative attitudes toward school, teachers, and classes (McCoach & Siegle, 2003b).…”

Section: Multidimensional Focus On Underachievementmentioning

confidence: 99%

Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness

Preckel

Holling

Vock

2006

Psychology in the Schools

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In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty-seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self-report measures, school performance by academic grades, and intellectual abilities by a standardized structure of intelligence test. A regression analytic model (prediction of grade point average by general intelligence) was used to operationally define underachievement. A categorical cutoff definition as well as a continuous definition was investigated. All relationships between underachievement scores and need for cognition, achievement motivation scales, and conscientiousness showed linearity. This warranted the use of a continuous definition of underachievement. Results revealed that need for cognition as well as facilitating anxiety contributed the most to the explanation of underachievement.

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“…When using the absolute split method, the researcher uses an arbitrary limit on the top of the mental ability and the bottom of academic performance after the conversion of punctuations to standard scores. This method has been used specifically in studies on gifted underachieving students (Peterson & Colangelo, 1996;Vlahovic-Stetic, Vidovic, & Arambasic, 1999).…”

Section: Statistical Methods For Detecting Underachievementmentioning

confidence: 99%

Rendimiento menor al esperado en Educación Secundaria Obligatoria: comparación de métodos estadísticos para su identificación en España

Veas¹,

Gilar²,

Costa³

et al. 2016

Ejihpe

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This study compares the statistical methods employed for detecting underachievement, specifically the simple difference method, the regression method and the Rasch method. A sample of 1182 first-and second-year secondary students from 8 high schools in the province of Alicante participated in the study. The results showed a percentage of underachieving students that varies from 14.55% to 30.37%, depending on the statistical method employed. The Rasch method identified the highest number of underachieving students. Statistically significant differences were found between gender and type of student-underachieving and non-underachieving; however, no significant differences were detected between the course and type of student. This study confirms the importance of knowing the measurement properties of the statistical methods, how they affect the detection of underachieving students, and the main educational implications.

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Motivational Characteristics in Mathematical Achievement: a study of gifted high‐achieving, gifted underachieving and non‐gifted pupils

Cited by 43 publications

References 12 publications

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success

Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness

Rendimiento menor al esperado en Educación Secundaria Obligatoria: comparación de métodos estadísticos para su identificación en España

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