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首页> 外文学位 >IDENTIFICATION AS GIFTED AND TALENTED: EFFECTS ON INTERNAL-EXTERNAL CONTROL OF INTELLECTUAL ACHIEVEMENT AND SELF CONCEPT OF ABILITY (CREATIVITY, HIGH ACHIEVING, DISSONANCE).
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IDENTIFICATION AS GIFTED AND TALENTED: EFFECTS ON INTERNAL-EXTERNAL CONTROL OF INTELLECTUAL ACHIEVEMENT AND SELF CONCEPT OF ABILITY (CREATIVITY, HIGH ACHIEVING, DISSONANCE).

机译：识别和提出的识别：对智力成就和能力自我概念（创造力，高度成就，不和谐）的内部-外部控制的影响。

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摘要

Students identified as gifted and talented were studied and non-identification of high achieving students were examined. The questions explored were: (1) What affect does labeling of individuals as gifted and talented have on their self concept of ability and on their perception of themselves as responsible for their successes and failures, (2) Will high achieving students who are not identified for a gifted and talented program show a decrease in their self concept of ability and a decrease in their perception of themselves as responsible for their academic successes and failures and, (3) In what ways will the students who are labeled as gifted and talented be affected by this identification?;Preliminary comparisons using the Mann Whitney Test indicated a significant difference between the two groups on self concept of ability. Differences between the pre post tests using the Wilcoxen Test indicated a significant increase in the identified students IAR negative and total scores.;A case study analysis revealed that all identified students perceived their identification positively. Seventy-five percent considered their parents as the most important factor contributing to their academic giftedness. Only 3 of the 20 students revealed dissonance scores due to their identification. The students expressed a concern about the pressures felt from school work and the lack of time to foster their creative, emotional and physical development. This study suggests that more emphasis be placed on gifted and talented programming, and less on identification.;The first two questions were studied using a pre post test design. A pool of 75 ninth graders were chosen based on a GPA of 3.6 or higher. The measurements used were the Self Concept of Ability Scale and the Intellectual Achievement Responsibility Questionnaire (IAR). Twenty-six students from the pool were identified for the gifted and talented program.
机译：研究被鉴定为有才华和才华的学生，并检查未鉴定出高成就学生的情况。探索的问题是：（1）将个人标记为有才华和才华的人对他们的自我能力概念和他们对自己的成败负有责任的看法有什么影响，（2）那些未得到认可的高成就学生会资优课程的学生表现出自我能力观念的下降，以及对自己的学业成败负有责任感的认识下降；（3）被标为资优人才的学生将以何种方式成为曼惠特尼测试的初步比较表明，两组人在自我能力概念上存在显着差异。使用Wilcoxen测验的岗前测验之间的差异表明，所识别出的学生的IAR阴性和总分均显着增加。案例研究分析表明，所有被识别出的学生对自己的认同都持积极态度。百分之七十五的人认为父母是影响他们学业天赋的最重要因素。 20名学生中只有3名由于身份认同而显示出不和谐得分。学生们对学校工作所感受到的压力以及缺乏时间来促进他们的创造力，情感和身体发展感到担忧。这项研究表明，应将更多的精力放在有天赋和才华的编程上，而不是在识别上。前两个问题是使用预测试后设计进行研究的。根据3.6或更高的GPA选择了75名九年级学生。所使用的度量是“自我能力量表”和“智力成就责任量表”（IAR）。确定了来自池中的26名学生的才华横溢和才华横溢的计划。

著录项

  • 作者

    GABRIELE, ROSARIA VIENNA.;

  • 作者单位

    The University of Wisconsin - Madison.;

  • 授予单位 The University of Wisconsin - Madison.;
  • 学科 Education Guidance and Counseling.
  • 学位 Ph.D.
  • 年度 1985
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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