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ERIC Number: ED454678
Record Type: RIE
Publication Date: 2001-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Why Try? Factors that Differentiate Underachieving Gifted Students from High Achieving Gifted Students.
McCoach, D. Betsy; Siegle, Del
This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers differ in their attitudes toward school, attitudes toward teachers, goal-valuation, motivation, and general academic self-perceptions. An additional goal of this study was to attempt to predict the students' group membership as either gifted achievers or gifted underachievers with at least 80 percent accuracy using logistic regression techniques. The sample included 122 gifted achievers and 56 gifted underachievers from 28 high schools nationwide. The study proved the mean differences between the gifted achievers' and gifted underachievers' attitudes toward teachers, attitudes toward school, goal-valuation, and motivation to be statistically significant. The academic self-perception factor, however, was not statistically significant in the study. The effect sizes for these differences ranged from d=.46 (for the academic self-perception factor) to d=1.37 (for the motivation factor). Using logistic regression analyses techniques, the researchers were able to conclude that 81.8 percent of the students in the study sample were accurately classified as either gifted achievers or gifted underachievers in respect to the goal-valuation and motivation factors. (Contains 39 references and 3 tables.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).