Successful in Science Education and Still Popular: A pattern that is possible in China rather than in Germany or Russia

Händel, Marion; Duan, Xinrui; Sutherland, Margaret; Ziegler, Albert

doi:10.1080/09500693.2013.830232

Cited by 7 publications

(9 citation statements)

References 55 publications

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“…In addition, students who emphasize being different from other students and constantly try to become dominant were less likely to feel a tension between friends' attitude and high performances. Another study that highlights cultural influences was conducted by Händel et al (2014). One important finding from this study was that high-performing students were much more popular among their peers in China than in Russia or Germany.…”

Section: Introductionmentioning

confidence: 82%

“…The current study used similar vignettes to those that have been previously successfully administered in other cross-cultural studies (Aljughaiman, Duan, Händel, Hopp, Stoeger, & Ziegler, 2012;Händel et al, 2014) and in a study with a sample of German tenth-graders (Händel et al, 2013). The 14 items were translated from English into Spanish, Korean, and Vietnamese and retranslated into English.…”

Section: Methodsmentioning

confidence: 99%

“…In recent years a wide range of studies has been conducted cross nationally that are relevant to understanding the attitudes of peers toward academically exceptional students (e.g., Händel, Duan, Sutherland, & Ziegler, 2014;Händel, Vialle, & Ziegler, 2013;Quatman, Sokolik, & Smith, 2000;Sankofa, Hurley, Allen, & Boykin, 2005). However it is difficult to form a coherent picture of the often contradictory results.…”

Section: Introductionmentioning

confidence: 99%

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A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates

Sutherland

Stack

et al. 2015

High Ability Studies

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. (2015) A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth grader's perceptions of academically high-performing classmates. High Ability Studies, 26(1), pp. 152-166. (doi:10.1080Studies, 26(1), pp. 152-166. (doi:10. /13598139.2015 This is the author's final accepted version.There may be differences between this version and the published version. Abstract Previous empirical studies have yielded inconclusive results about peer perceptions of academically high-performing students. The purpose of this study was to investigate students' perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high-performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high-performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea) where the students reported more neutral views of high-performers. In conclusion it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements.

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Section: Introductionmentioning

confidence: 82%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates

Sutherland

Stack

et al. 2015

High Ability Studies

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“…The items were to be answered on a 6-point Likert scale. Similarly to Händel et al (2014) the items were categorized into three areas: intellectual abilities (e.g. -…is very intelligent‖, -… has many good ideas‖), popularity (e.g.…”

Section: Perceptions Of High-achiever Attributesmentioning

confidence: 99%

“…There is ample evidence in the literature that gifted and high-achieving students are at a higher risk of facing various social problems like social isolation, social rejection, being stereotyped or negatively labelled, for example, as a nerd or a geek (e.g., Fiedler, Lange, & Winebrenner, 1993;Händel, Duan, Sutherland, & Ziegler, 2014;Peterson, 2009;Piechowski, 1997). Person (2010) showed with both quantitative and qualitative data that for many high ability students schools are -hostile environments‖.…”

Section: Introductionmentioning

confidence: 99%

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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Social Goals and Well-Being

King

2016

The Journal of Experimental Education

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Successful in Science Education and Still Popular: A pattern that is possible in China rather than in Germany or Russia

Cited by 7 publications

References 55 publications

A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates

A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates

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

Social Goals and Well-Being

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