Student perceptions of high-achieving classmates

Händel, Marion; Vialle, Wilma; Ziegler, Albert

doi:10.1080/13598139.2013.843139

Cited by 23 publications

(29 citation statements)

References 43 publications

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“…Given the various social risks for high-achieving students and in particular that they might be stereotyped or labelled as nerds, geeks, etc. (e.g., Händel et al, 2013;Person, 2010: Peterson, 2009) one might wonder if they perceive a student of similar achievement with skepticism or if this student is rather seen as a potential model that confirms the adequacy of their own achievement behavior (Lee, 2002;Shin et al, 2016;Stopper, 2000). In response to this question, as a first result we can report: High achieving students in all countries participating in the study ascribe positive attributes to a new high-achieving student such as high intellectual abilities and social qualities.…”

Section: Discussionmentioning

confidence: 87%

“…For the male and female fictitious high-achieving student participants were asked to indicate their expectations of the new classmate in relation to a list of fourteen pre-defined characteristics (see Händel et al, 2013). The items were to be answered on a 6-point Likert scale.…”

Section: Perceptions Of High-achiever Attributesmentioning

confidence: 99%

“…However, a crucial role might be played by peers. They serve various functions in the development of the gifted, in particular regarding competition, support, motivation, and role modeling (Lee, 2002).Given the fact that peer models can be extremely important at all stages of academia to high ability students and as choosing the wrong role models can be a contributing factor to underachievement (Baker; Bridger, & Evans, 1998/2011Händel, Vialle, & Ziegler, 2013;Shin, Levy, & London, 2016;Stopper, 2000) this raises the question of how high achieving students perceive other high-achieving students. Indeed, it can be argued that high-achieving students benefit most from classroom interactions with students of similar achievement levels (Fiedler, et al, 1993;Peterson, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Martín

Blumen

et al. 2016

AN PSICOL-SPAIN

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Título: Orientaciones motivacionales de los estudiantes de alto rendimiento como mediadoras de una percepción positiva por parte de sus compañeros: resultados de un estudio transnacional. Resumen: El propósito de este estudio es explorar si las motivaciones de alto logro influencian las percepciones de los alumnos sobre un futuro compañero de clase ficticio que se caracteriza por tener un alto rendimiento; y si es así de qué modo ocurre. La muestra final consistió en 396 alumnos de alto rendimiento que fueron seleccionados de un total de 1794 alumnos de séptimo y decimo grado de cinco países: Australia, Perú, Corea del sur, España y Vietnam. Se llevaron a cabo una serie de modelos de regresión por pasos sucesivos para probar la hipótesis de que las percepciones positivas sobre un compañero de alto rendimiento podrían estar mediadas por el enfoque motivacional, pero no por la orientación a la evitación del trabajo. La hipótesis fue confirmada en su generalidad. Las metas orientadas al manejo del aprendizaje y las orientadas al alto rendimiento predijeron percepciones positivas de la habilidad intelectual, cualidades sociales y popularidad entre los compañeros del alumno de alto rendimiento, mientras que las metas de evitación del trabajo no obtuvieron correlaciones significativas. Sin embargo, se dieron algunas excepciones esporádicas entre los participantes de Vietnam, Corea del sur y Perú. Palabras clave: Orientación motivacional, alto rendimiento, diferencias entre países. Abstract:The purpose of this study was to explore whether and in what ways high-achieving school students' motivational orientations influence their perceptions of a fictitious future high-achieving classmate. The final sample consisted of the 396 highest achieving students out of a sample from 1794 seventh and tenth graders from five countries: Australia, Peru, South Korea, Spain, and Vietnam. A series of stepwise regression models were used to test the hypothesis that positive perceptions of a highachieving classmate might be mediated by an approach motivation, but not by an avoidance motivational orientation. The hypothesis was generally confirmed. Learning goal orientation and performance approach motivation predicted positive perceptions of a high-achieving classmate's intellectual ability, social qualities and popularity among peers, whereas a performance avoidance orientation was usually uncorrelated. However, sporadic exceptions have been found among the participants from Vietnam, South Korea, and Peru.

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Section: Discussionmentioning

confidence: 87%

Section: Perceptions Of High-achiever Attributesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Martín

Blumen

et al. 2016

AN PSICOL-SPAIN

Self Cite

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“…Moreover, as the monitoring systems generally do not integrate playing and learning content and their evaluations in one integrated system, for each marginal child, teachers have to discover, or guess, which content is evaluated by which aspects of the monitoring system (Mooij, 2008(Mooij, , 2009Meijer et al, 2011). Comparable problems exist in the other countries, as mentioned above (Earle, 2001;Betebenner, 2009;Händel et al, 2013;Wheadon, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…This situation, for example, exists in Germany (Arbeitsgruppe Schulforschung, 1980;Händel et al, 2013), the United Kingdom (Tymms et al, 2000;Wheadon, 2013;Norwich et al, 2014), the USA (Earle, 2001;Colangelo et al, 2004;Lillard, 2012) and the Netherlands (Hermanns, 1979(Hermanns, , 1980Mooij et al, 2012). Generally, this implies that most of the tasks or activities fit most of the children in a group or class.…”

Section: Introductionmentioning

confidence: 99%

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Mooij¹,

Dijkstra

Walraven³

et al. 2014

European Educational Research Journal

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At the start of preschool, four-year-old pupils differ in their development, including in their capacity to self-regulate their playing and learning. In preschool and primary school, educational processes are generally adapted to the mean age of the pupils in the class. The same may apply to pupil-monitoring systems based on information and communication technology (ICT). This normbased factor undermines the potential of ICT to support the educational differentiation needed for pupils and increases the amount of daily work for teachers. A theoretical framework is sketched in which pedagogical-didactical, organisational and ICT guidelines enhance differentiated, self-regulated playing and learning for each pupil within preschool and primary school. To develop and check such optimal education and ICT conditions in practice, a pilot and a randomised intervention study are carried out in integrated Dutch preschools/primary schools for pupils aged 4-12. Pilot results support the use of a procedure to screen each child's characteristics at the start of preschool by parents and preschool teachers, and also the immediate relevance of criterion-based and norm-based ordering ('double diagnostics') of playing and learning materials. Final attention is given to the intervention study and further development of optimal education in a European research context.

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Being of Like-Mind: Giftedness in the New Zealand Context

Riley

2019

Handbook of Giftedness and Talent Development in the Asia-Pacific

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Student perceptions of high-achieving classmates

Cited by 23 publications

References 43 publications

Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Being of Like-Mind: Giftedness in the New Zealand Context

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