The Influence of Personality, Parenting Styles, and Perfectionism on Performance Goal Orientation in High Ability Students

Miller, Angie L.; Neumeister, Kristie L. Speirs

doi:10.1177/1932202x17730567

Cited by 42 publications

(38 citation statements)

References 90 publications

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“…In addition to parental influence, personality traits have been found to relate to perfectionism among high-ability college students, which mirrors findings in the general population (Dunkley, Blankstein, & Berg, 2012; Hewitt & Flett, 1991). Miller and Speirs Neumeister (2017) examined a sample of 393 honors undergraduates and found the personality traits of conscientiousness and neuroticism had significant positive effects on self-oriented perfectionism (standardized regression weight = .465 and .310, p < .001, respectively). Neuroticism also had a positive effect on socially prescribed perfectionism (standardized regression weight = .280, p < .001).…”

Section: Resultsmentioning

confidence: 99%

“…Thus, no nonhonors comparison groups were included, leaving us unable to answer the question, “are honors students more perfectionistic that nonhonors students?” but we do have a stronger understanding of the way perfectionism may impact honors students. Both perceived parenting style (especially authoritarian) and personality (especially conscientiousness and neuroticism) were related to levels of reported perfectionism among honors students across a variety of studies (Miller et al, 2012; Miller & Speirs Neumeister, 2017; Speirs Neumeister, 2004a; Speirs Neumeister & Finch, 2006). Although we do not have nonhonors comparison groups to use to gauge prevalence of perfectionism, we can see that these findings related to parenting style and personality mirror the general population (Dunkley et al, 2012; Hewitt & Flett, 1991), which leaves us to wonder whether the notion of perfectionism among high-ability college students, either in prevalence or in experience, even differs from average-ability college students.…”

Section: Discussionmentioning

confidence: 99%

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High-Ability College Students and Undergraduate Honors Programs: A Systematic Review

Rinn

Plucker

2019

Journal for the Education of the Gifted

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Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement among high-ability college students and that honors programming leads to positive student outcomes. The findings are discussed in light of the need for an understanding of high-ability college students and postsecondary honors education.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

High-Ability College Students and Undergraduate Honors Programs: A Systematic Review

Rinn

Plucker

2019

Journal for the Education of the Gifted

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“…Nonetheless, it is extremely likely that honors college students have been identified as gifted at some point during their previous schooling. For instance, a study of 393 honors college students at one university found that nearly all Honors College students (92%) self-reported participation in gifted programming during elementary, middle, and/or high school, although the types of programs in which they had participated varied extensively (Miller & Speirs Neumeister, 2017).…”

Section: Characteristics Of Honors Colleges and Programsmentioning

confidence: 99%

Teaching Honors Courses: Perceptions of Engagement from the Faculty Perspective

Miller

Silberstein

BrckaLorenz

2020

Journal of Advanced Academics

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Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of student–faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.

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“…La orientación a metas se refiere a los propósitos o razones de los estudiantes para guiar su comportamiento en situaciones académicas (Pintrich y Schunk, 2006). Existen múltiples propuestas en relación a la clasificación de las metas académicas (Elliot y McGregor, 2001;Miller y Speirs Neumeister, 2017). Sin embargo, podría decirse que un punto común entre todas ellas es que diferencian entre metas de aprendizaje o de dominio y metas de rendimiento.…”

Section: La Orientación a Metasunclassified

Comportamiento materno percibido y orientación a metas de los hijos/as

Martins¹,

Regueiro

Lestón³

et al. 2020

EJREP

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Introducción. La orientación a metas de los estudiantes puede estar influenciada, entre otros factores, por los comportamientos que componen los estilos educativos de los padres y las madres. De acuerdo con investigaciones previas, las dimensiones del comportamiento materno tendrían una influencia mayor en los adolescentes que las dimensiones de los padres. En consecuencia, los objetivos de este estudio fueron: 1) categorizar los comportamientos maternos percibidos por los/as estudiantes de Educación Secundaria Obligatoria (ESO); y 2) explorar la incidencia de los comportamientos maternos percibidos en la orientación a metas académicas de sus hijos/as.Método. En esta investigación participaron 255 estudiantes de 4º de ESO con edades comprendidas entre los 14 y 18 años de la provincia de A Coruña, España. Se empleó la versión en castellano del Children’s Report of Parental Behavior Inventory (CRPBI) para estudiar los comportamientos maternos percibidos y el Cuestionario de Metas Académicas para establecer la orientación a metas académicas de los participantes.Resultados: El análisis factorial de las respuestas al CRPBI ha diferenciado 7 dimesiones del comportamiento maternal. Los comportamientos maternos categorizados como sobreprotección y evaluación positiva y apoyo se relacionarían positivamente con la orientación a metas de aprendizaje de los/as hijos/as. La dimensión de evaluación positiva y apoyo también contribuiría a la explicación de las metas de aproximación al rendimiento mientras que el empleo de castigos contribuiría a la adopción de metas de evitación del rendimiento. Los comportamientos maternos categorizados como control/posesividad y negligencia/permisividad se relacionarían positivamente con la orientación a metas de aproximación al rendimiento.Discusión y conclusiones. Los resultados de este estudio ponen en evidencia la importancia de los comportamientos maternos percibidos en la elección de metas de orientación al aprendizaje y de aproximación al rendimiento. Deberían promoverse comportamientos como la evaluación positiva y el apoyo para favorecer que los estudiantes de ESO se orienten hacia este tipo de metas académicas.

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The Influence of Personality, Parenting Styles, and Perfectionism on Performance Goal Orientation in High Ability Students

Cited by 42 publications

References 90 publications

High-Ability College Students and Undergraduate Honors Programs: A Systematic Review

High-Ability College Students and Undergraduate Honors Programs: A Systematic Review

Teaching Honors Courses: Perceptions of Engagement from the Faculty Perspective

Comportamiento materno percibido y orientación a metas de los hijos/as

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