Underachievement of Highly able Students and the Peer Society

Clasen, Donna Rae; Clasen, Robert E.

doi:10.1080/15332276.1995.11672824

Cited by 45 publications

(29 citation statements)

References 18 publications

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“…In terms of social support, peers are vitally important in adolescence and play a significant role in both positive and negative academic outcomes for students generally (Clasen & Clasen, 1995;Reis, Hébert, Diaz, Maxfield, & Ratley, 1995). In relation to gifted adolescents, Betts and Neihart (1988), proposed that some gifted students may ''go underground'' to fit in with same-age peers, whereas Gross (1989) drew attention to the ''forced choice'' that gifted students often face in either pursuing excellence at the cost of friendships or sacrificing their own interests to gain acceptance from chronological peers.…”

Section: Academic Outcomesmentioning

confidence: 97%

On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study

Vialle

Heaven

Ciarrochi

2007

Educational Research and Evaluation

104

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This research examined the relationships among personality factors, social support, emotional wellbeing, and academic achievement in 65 gifted secondary students, a sample drawn from a longitudinal study of over 950 students. The research demonstrated that, compared to their nongifted peers, gifted students had significantly higher academic outcomes for all subject areas except Geography and Physical Education. Teachers rated the gifted students as being welladjusted and less likely to have behavioural or emotional problems than nongifted students. The gifted students, however, reported feeling more sad and less satisfied with their social support than their nongifted counterparts. There were no significant differences in terms of self-esteem, trait hope, problem orientation, or attitudes towards education. Within the gifted sample, the research found that the students who were most likely to get poor grades were those who scored high in psychoticism and low in conscientiousness, trait hope, joviality, and in attitudes towards schools. Interestingly, self-esteem was entirely unrelated to gifted performance.

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Section: Academic Outcomesmentioning

confidence: 97%

On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study

Vialle

Heaven

Ciarrochi

2007

Educational Research and Evaluation

104

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“…The internal factors, also known as psychological factors, which are identified as reasons in general for students' poor performance, include students' perceptions, attitudes, and motivations (Reis & McCoach, 2000). Besides these, low self-esteem (Whitmore, 1980), negative attitude toward school (McCall, Evahn, & Kratzer, 1992), negative peer influence (Clasen & Clasen, 1995;Weiner, 1992), and low self-motivation and self-regulation (Borkowski & Thorpe, 1994) also have been identified by the researchers associated with the poor performance of students. Lin, LaCounte, and Eder (1988) mention in their article that a study of American Indian higher education identified the reasons for academic poor performance as poor high school preparation, financial problems, poor study habits, and other ''individually'' based factors.…”

Section: Literature Reviewmentioning

confidence: 97%

Academic failure of first-year engineering and technological students in India and assessment of motivation factors – a case study

Cheruvalath

2012

Educational Research and Evaluation

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This study has been conducted to show that there is a recent trend in engineering colleges in India that students who are considered to be highly intelligent show poor academic performance during their 1st year. This article is proposed to examine the role of motivation factors such as teaching methods and learning material in the academic performance of engineering and technological students in India. A test was carried out among engineering students. A total of 200 male and female students participated in this test. A 2-group discriminator analysis was done to analyse the data. The results showed that there was a significant correlation (p ¼ 0.000) between motivation factors and academic performance of engineering students. The higher the rating of these factors by the students, the higher their performance.

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“…Primera radi, u istraživanju Rajsa i saradnika (Reis et al, 1995, prema: McCoach, 2002) ustanovljena je mogućnost poboljšanja učinka darovitih podbacivača nakon određenog perioda druženja sa učenicima koji ostvaruju visoko školsko postignuće. Sa druge strane, u istraživanjima uzroka podbacivanja darovitih učenika 66% proglašava negativan uticaj vršnjačke grupe jednom od glavnih prepreka aktuelizacije vlastitih potencijala (Clasen & Clasen, 1995). Druga istraživanja, takođe, ukazuju na to da se "sila vršnjačke teže" nipošto ne sme potceniti: Bernt (Berndt, 1999, prema: Reis & McCoach, 2000, na primer, nalazi da postignuće učenika teži da se približi postignuću njegovih drugova i da mu se ocene tokom godine smanjuju ukoliko su njegovi drugovi imali niže ocene u prvom polugodištu.…”

Section: Istraživanja Povezanosti Sredinskih Prilika I Ostvarenja Darunclassified

Vanintelektualni Činioci Ostvarenja Darovitosti

Letić

Lungulov

2017

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Apstrakt: Polazeći od savremenih koncepcija darovitosti koje naglašavaju značaj personalnih i sredinskih karakteristika za aktuelizaciju visokih sposobnosti, autorke rada, koristeći metodu teorijske analize, daju pregled istraživanja povezanosti svojstava ličnosti i sredinskih prilika sa ostvarenjem darovitosti. Učinjen je pokušaj da se upotpune saznanja o vanintelektualnoj sferi darovitih u nadi da će se tako dobiti obuhvatnija slika činilaca ostvarenja darovitosti od one kojom se danas raspolaže. Opšti nalaz svih pomenutih istraživanja sadržan je u konstataciji da sudbina izuzetnih potencijala umnogome zavisi od vanintelektualnih činilaca. Natprosečne sposobnosti su svakako važan elemenat darovitosti, jer omogućuju kvalitetnije bavljenje određenim aktivnostima, ali, same po sebi, one nisu dovoljne da bi se darovitost iskazala u izuzetnim postignućima. Premda osobe darovite u različitim domenima imaju mnoge zajedničke karakteristike, njihovi profili ličnosti, kao i sredinske prilike, pokazuju i određene specifičnosti, što upućuje na konstataciju da se fenomen darovitosti može precizno sagledati jedino ako se locira u okvire pojedinačnih domena. Stoga, autorke zaključuju da osim multidimenzionalnosti, kao krucijalnog modernog obeležja konstrukta darovitosti, referentni okvir istraživanja ovog problema mora biti definisan i u terminima konkretnog domena manifestovanja izvrsnosti.Ključne reči: darovitost, ostvarenje darovitosti, svojstva ličnosti, sredinske prilike.

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Underachievement of Highly able Students and the Peer Society

Cited by 45 publications

References 18 publications

On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study

On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study

Academic failure of first-year engineering and technological students in India and assessment of motivation factors – a case study

Vanintelektualni Činioci Ostvarenja Darovitosti

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