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A comparison of gifted high, moderate, and low achievers in their attitudes toward the school
motivation, self-regulation, motivational goals, and goal
orientationsHanan Al Hmouz
A comparison of gifted high, moderate, and low achievers in their attitudes toward the school
motivation, self-regulation, motivational goals, and goal
orientationsHanan Al Hmouz
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BackgroundBackground• As many as 50% of gifted students
underachieve (Heacox, 1991; Hoffman, Wasson, & Christianson, 1985).
• What might affect gifted students’achievement?
• Do personality characteristics differentiate between gifted high and low achievers?
• As many as 50% of gifted students underachieve (Heacox, 1991; Hoffman, Wasson, & Christianson, 1985).
• What might affect gifted students’achievement?
• Do personality characteristics differentiate between gifted high and low achievers?
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Most of the literature:• Compared gifted high achievers to low
achievers or compared gifted students and non-gifted students.
• Focused on investigating one variable or combined two variables.
• Investigated the problem among primary or junior high school children.
• Investigated the problem in terms of achievement in general.
Most of the literature:• Compared gifted high achievers to low
achievers or compared gifted students and non-gifted students.
• Focused on investigating one variable or combined two variables.
• Investigated the problem among primary or junior high school children.
• Investigated the problem in terms of achievement in general.
BackgroundBackground
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A statement of purposeA statement of purposeThe differences
High Moderate Low
The differences
High Moderate Low
Motivation Self-Regulation
Motivational Goals
Goal Orientations Attitudes
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The Sample of the studyThe Sample of the study
• The sample was drawn from a selective school in NSW.
• All participants were high ability students from grades 10 and 11 .
• English and Mathematics teachers were asked to rank the students in to three levels in terms of their performance.
• The sample was drawn from a selective school in NSW.
• All participants were high ability students from grades 10 and 11 .
• English and Mathematics teachers were asked to rank the students in to three levels in terms of their performance.
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The Significance of the studyThe Significance of the study
• Identifying the differences between gifted high, moderate, and low achievers.
• Creating programs that meet the needs of gifted students.
• Understanding more clearly the picture of gifted students’ achievement.
• Identifying the differences between gifted high, moderate, and low achievers.
• Creating programs that meet the needs of gifted students.
• Understanding more clearly the picture of gifted students’ achievement.
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Theoretical FrameworkTheoretical Framework
1- Definition of giftedness.
2- Definition of underachievement.
1- Definition of giftedness.
2- Definition of underachievement.
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Gagné's definition of giftednessGagné's definition of giftedness
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Definition of underachievementDefinition of underachievement
Underachievement is defined as a discrepancy between ability and achievement (McCoach & Siegle, 2003; Reis & McCoach, 2000; Rimm, 1995; Supplee, 1990; Stoeger & Ziegler, 2005).
Underachievement is defined as a discrepancy between ability and achievement (McCoach & Siegle, 2003; Reis & McCoach, 2000; Rimm, 1995; Supplee, 1990; Stoeger & Ziegler, 2005).
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Identification of underachieversIdentification of underachieversTeachers’ nomination: • Teachers in selective schools are
experienced teachers in the field of gifted education .
• All participants were high ability students in a selective school.
-Teachers’ nominations being the way that the discrepancy was operationalized.
Teachers’ nomination: • Teachers in selective schools are
experienced teachers in the field of gifted education .
• All participants were high ability students in a selective school.
-Teachers’ nominations being the way that the discrepancy was operationalized.
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Design and ProceduresDesign and Procedures
• The research design is a comparative between-groups design that employed 3 standardized tests .
• Teachers were asked to rank the students into high, moderate, and low achievers in terms of their performance in two subjects: Mathematics and English.
• The research design is a comparative between-groups design that employed 3 standardized tests .
• Teachers were asked to rank the students into high, moderate, and low achievers in terms of their performance in two subjects: Mathematics and English.
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InstrumentsInstruments1- Goal orientations + motivational goals The Inventory of School Motivation Scale –R
(ISM) (McInerney & Sinclair, 1992).
2- Attitudes toward the school and teachers The School Attitude Assessment Survey-R
(SASS) (McCoach & Siegle, 2003).
3- Learning strategies + intrinsic and extrinsic motivation. The Motivated Strategies for Learning Questionnaire (MSLQ-R) (Pintrich, Smith, Garcia & Mckeachie, 1991).
1- Goal orientations + motivational goals The Inventory of School Motivation Scale –R
(ISM) (McInerney & Sinclair, 1992).
2- Attitudes toward the school and teachers The School Attitude Assessment Survey-R
(SASS) (McCoach & Siegle, 2003).
3- Learning strategies + intrinsic and extrinsic motivation. The Motivated Strategies for Learning Questionnaire (MSLQ-R) (Pintrich, Smith, Garcia & Mckeachie, 1991).
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Description of the variables analyzed in the study
Description of the variables analyzed in the study
Response Variables:1- MotivationIntrinsic, extrinsic.2- Self-Regulatory StrategiesRehearsal, Elaboration, organization, critical
thinking, metacognitive self-regulatory strategy.3- Goal OrdinationsMastery goals, performance goals, social goals.
Response Variables:1- MotivationIntrinsic, extrinsic.2- Self-Regulatory StrategiesRehearsal, Elaboration, organization, critical
thinking, metacognitive self-regulatory strategy.3- Goal OrdinationsMastery goals, performance goals, social goals.
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Description of the variables analyzed in the study
Description of the variables analyzed in the study
4- Motivational GoalsTask, effort, competition, affiliation, social
power, social concern, praise, tokens.5- AttitudesAttitudes toward school, attitudes toward
teachers and class.
4- Motivational GoalsTask, effort, competition, affiliation, social
power, social concern, praise, tokens.5- AttitudesAttitudes toward school, attitudes toward
teachers and class.
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Description of the variables analyzed in the study
Description of the variables analyzed in the study
Explanatory Variables:• Achievement in Mathematics (three levels).• Achievement in English (three levels)• Sex• Grade
Explanatory Variables:• Achievement in Mathematics (three levels).• Achievement in English (three levels)• Sex• Grade
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Findings/ MotivationFindings/ Motivation10th
gradeMath
11th
gradeMath
MalesMath
Females Math
IntrinsicMotivation
M>LH>L
H>MH>L
H>MH>LM>L
H>MH>LM>L
ExtrinsicMotivation
M>LH>L
M>LH>L
M>LH>L
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Findings/ Self-RegulationFindings/ Self-Regulation10th
gradeMath
10th
gradeE
11th gradeMath
MaleMath
Female Math
Rehearsal M>LH>L
H>L H>L
H>L
M>LH>L
Elaboration H>L H>M H>L
Organization M>LH>L
H>L H>L
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Findings/ Self-RegulationFindings/ Self-Regulation
10th
gradeMath
11th gradeMath
MalesMath
Females Math
Critical Thinking
M>LH>L
H>LH>M
H>LH>M
H>L
Metacognitive M>LH>L
H>L M>LH>L
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Findings/ Motivational GoalsFindings/ Motivational Goals10th
gradeMath
10th
gradeE
11th gradeMath
11th
grade E
Effort M>LH>L
H>L H>L
Task M>LH>L
H>L M>LH>L
Competition H>LM>L
M>LH>L
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Findings/ Motivational GoalsFindings/ Motivational Goals
MalesMath
MalesE
FemalesMath
FemalesE
Effort H>L H>L H>LH>M
H>LH>M
Task H>L M>LH>L
Competition H>L H>L H>L M>LH>L
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Findings/ Goal OrientationsFindings/ Goal Orientations
10th
gradeMath
11th
grade Math
FemalesMath
FemalesE
Mastery Goals H>L M>LH>L
Performance Goals
H>L M>L
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Findings/ Students’ AttitudesFindings/ Students’ Attitudes10th
gradeMath
10th
gradeE
Males Math
Attitudes toward the school
M>LH>L
Attitudes toward teachers and class
H>L M>LH>L
H>LH>M
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ConclusionConclusion- High achievers in terms (achievement in
Mathematics)• Intrinsically and extrinsically motivated.• Using all types of self-regulatory strategies.• Oriented toward Mastery and performance
goals.• Oriented toward task, effort, and competition.• Positive in their attitudes toward their school,
teachers and class.
- High achievers in terms (achievement in Mathematics)
• Intrinsically and extrinsically motivated.• Using all types of self-regulatory strategies.• Oriented toward Mastery and performance
goals.• Oriented toward task, effort, and competition.• Positive in their attitudes toward their school,
teachers and class.
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ConclusionConclusion- High achievers (achievement in English)
• Using organization as a strategy for learning.
• Oriented toward effort, task, and competition.
• Positive in their attitudes toward their teachers and class.
- High achievers (achievement in English)
• Using organization as a strategy for learning.
• Oriented toward effort, task, and competition.
• Positive in their attitudes toward their teachers and class.
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ConclusionConclusion
• Moderate achievers( achievement in Mathematics)
• Intrinsically and extrinsically motivated.
• Using all types of self-regulatory strategies.
• Oriented toward task, effort, and competition.
• Positive in their attitudes toward their school.
• Moderate achievers( achievement in Mathematics)
• Intrinsically and extrinsically motivated.
• Using all types of self-regulatory strategies.
• Oriented toward task, effort, and competition.
• Positive in their attitudes toward their school.
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ConclusionConclusion
Moderate achievers( achievement in English)
• Oriented toward task and competition.
• Positive in their attitudes toward teachers and class.
Moderate achievers( achievement in English)
• Oriented toward task and competition.
• Positive in their attitudes toward teachers and class.
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ConclusionConclusion
- Low achievers (achievement in Mathematics)• Not Intrinsically or extrinsically motivated.• Do not use self-regulatory strategies.• Not oriented toward Mastery and performance
goals.• Not oriented toward task, effort, and
competition.• Not positive in their attitudes toward their
school and teachers and class.
- Low achievers (achievement in Mathematics)• Not Intrinsically or extrinsically motivated.• Do not use self-regulatory strategies.• Not oriented toward Mastery and performance
goals.• Not oriented toward task, effort, and
competition.• Not positive in their attitudes toward their
school and teachers and class.
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ConclusionConclusion
Low achievers (achievement in English)
• Not oriented toward effort, task, and competition.
• Do not use self-regulatory strategies (organization).
• Not positive in their attitudes toward their teachers and class.
Low achievers (achievement in English)
• Not oriented toward effort, task, and competition.
• Do not use self-regulatory strategies (organization).
• Not positive in their attitudes toward their teachers and class.
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ReferencesReferencesMcCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving
gifted students from high-achieving gifted students. Gifted Child Quarterly,47(2), 144-154.
McInerney, D. M., & Sinclair, K. E. (1992). Dimensions of school motivation. A cross- cultural validation study. Journal of Cross-Cultural Psychology, 23, 389-406.
Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL, School of Education, The University of Michigan.
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly,44(3), 152-170.
Rimm, S. B. (1995). Why bright kids get poor grades and what you can do about it. New York: Crown Publishing Group.
Stoeger, H., & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal, 6(2), 261-271.
Supplee, P. L. (1990). Reaching the Gifted Underachiever: Program Strategy and Design. New York: Teachers College Press.
McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly,47(2), 144-154.
McInerney, D. M., & Sinclair, K. E. (1992). Dimensions of school motivation. A cross- cultural validation study. Journal of Cross-Cultural Psychology, 23, 389-406.
Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL, School of Education, The University of Michigan.
Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly,44(3), 152-170.
Rimm, S. B. (1995). Why bright kids get poor grades and what you can do about it. New York: Crown Publishing Group.
Stoeger, H., & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal, 6(2), 261-271.
Supplee, P. L. (1990). Reaching the Gifted Underachiever: Program Strategy and Design. New York: Teachers College Press.