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Understanding factors of achievement through theoretical models amongst gifted students
Author
Chong, Perng Shyang Joseph
Supervisor
Teo, Chua Tee
Abstract
This study aims to investigate the key factors affecting academic achievement in gifted students. The basic tenet of the study is that gifted, intelligent and creative students who are motivated and volitional, and who are well equipped with study skills would perform well academically. Two theoretical models that have direct relations to gifted performance namely the Renzuli’s Three Ring Conception of Giftedness (1978) and the Amabile’s Componential Conception of Creativity (1983) were chosen to form the conceptual framework. The study proposed a third hybrid model which combined factors from the two models. The study involved 205 gifted and 202 non-gifted students in Secondary One (Grade 7) in a premiere secondary all boys’ school in Singapore. Factors such as intelligence, creativity, volition, intrinsic motivation, study skills, attribution, school, home and peers were measured by using the Personal and Volitional Profiles (©PVMP, 2009) inventory and Self-knowledge Checklist (©CTTeo, 2009).
Multiple regression analyses were conducted on overall school achievement and science achievement using factors from Renzuli’s (1986) and Amabile’s (1983) models respectively. The results showed that the models can be used to predict and explain the variance of overall academic achievement and science achievement in gifted students. The models are however, not significant for non-gifted students. When all the factors from both models were combined to form a new hybrid model consisting of 5 factors, the predictive power of the new model augmented.
Factors that were significantly correlated to academic achievement were intelligence, study skills, intrinsic motivation and school factors for both gifted and nongifted students. Results of stepwise regression analyses indicated that attribution to ability is an important predictor of academic achievement. Results indicated that lower attribution to ability in gifted student correlated with higher academic achievement. Environmental factors such as peers, school and home were not significant in the prediction of academic achievement in gifted students.
In addition, the findings showed that factors that affect overall school achievement and subject-specific achievement like Science achievement in gifted students were similar. Results of the study also affirmed the strong correlation between intellectual attributes and creative attributes. The results of the study imply that gifted students should utilize their intellectual and creative abilities to not only acquire knowledge, but to sustain their passion for learning and in addition, to acquire the relevant study skills such as test- taking skills and time management skills to perform well academically.
Multiple regression analyses were conducted on overall school achievement and science achievement using factors from Renzuli’s (1986) and Amabile’s (1983) models respectively. The results showed that the models can be used to predict and explain the variance of overall academic achievement and science achievement in gifted students. The models are however, not significant for non-gifted students. When all the factors from both models were combined to form a new hybrid model consisting of 5 factors, the predictive power of the new model augmented.
Factors that were significantly correlated to academic achievement were intelligence, study skills, intrinsic motivation and school factors for both gifted and nongifted students. Results of stepwise regression analyses indicated that attribution to ability is an important predictor of academic achievement. Results indicated that lower attribution to ability in gifted student correlated with higher academic achievement. Environmental factors such as peers, school and home were not significant in the prediction of academic achievement in gifted students.
In addition, the findings showed that factors that affect overall school achievement and subject-specific achievement like Science achievement in gifted students were similar. Results of the study also affirmed the strong correlation between intellectual attributes and creative attributes. The results of the study imply that gifted students should utilize their intellectual and creative abilities to not only acquire knowledge, but to sustain their passion for learning and in addition, to acquire the relevant study skills such as test- taking skills and time management skills to perform well academically.
Date Issued
2011
Call Number
LB1062.6 Cho
Date Submitted
2011