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Gifted students' achievement in Natural Science: a modelling study

Yıl 2022, Cilt: 9 Sayı: 2, 203 - 218, 30.06.2022

Nur Eva

Öz

The academic achievement of natural science in gifted students is not in accordance with their cognitive potential, even though natural science functions to comprehensively develop the cognitive and affective potential of gifted students to contribute widely to society.
The purpose of this study is to empirically analyze the effect of father involvement, mother involvement, teacher and student interaction, and peer support on academic achievement of natural science in gifted students with self-regulated learning as a mediator. The subjects of this study were 45 gifted students with a minimum IQ of 130 (Wechsler Scale) who studied at the junior high school level. Data were collected from the father involvement scale, mother involvement scale, peer support scale, teacher-student interaction scale, and academic achievement test of natural science in gifted students developed by the researcher. Data analysis using Structural Equation Model with Partial Least Square (PLS).
The results of the path analysis show that: 1) teacher and student interactions and peer support have affects the academic achievement of natural science in gifted students, while the father’s and mother’s involvement do not affect the academic achievements of natural science in gifted students. 2) teacher-student interactions and the mother's involvement have effects on self-regulated learning, while the father’s involvement and peer support have no effects on self-regulated learning 3) Academic achievement of natural science in gifted students is not influenced by self-regulated learning. Thus, self-regulated learning is not a mediator variable between social environmental factors and academic achievement of natural science in gifted students.

Anahtar Kelimeler

Achievement in Naural Science Father involvement Gifted students Modelling study Mother involvement Peer support Self-regulated learning Teacher-student interaction

Destekleyen Kurum

SMPN 1 Surabya, SMPN 1 Sidoarjo, MtsN 1 Malang

Proje Numarası

6

Teşekkür

Thanks for gifted students and teachers from Mts Negeri 1 Malang, SMPN 1 Surabaya, and SMPN 1 Sidoarjo

Kaynakça

  • Alsa, A. (2005). Perbedaan sosialisasi antara siswa kelas akselerasi dan kelas reguler dalam lingkungan pergaulan di sekolah. Humanitas. Indonesian Psychological Journal, 2, 28-40.
  • Aslan, S., & Yukay-Yuksel, M. (2018). An investigation of the relationship between social behavior characteristics and self-perceptions of gifted children in primary school. Journal for the Education of Gifted Young Scientists, 6(1), 17-42. DOI:http://dx.doi.org/10.17478/JEGYS.2018.71
  • Arnett, J. J. (2013). The evidence for the generation we and against generation me. Emerging adulthood, 1(1), 5-10.
  • Baker, S. N. (2016). Uninspired or disengaged? A phenomenological investigation of gifted middle school students on probation (Disertasi, Liberty University, Lynchburg, Virginia). Accessed from https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2255&context=doctoral
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Baslanti, U. & McCoach, D. B. (2006). Factors related to the underachievement of university students in turkey. Roeper Review, 28, 210-215
  • Benson, M. J., McWey, L. M., & Ross, J. J. (2006). Parental Attachment and Peer Relations in Adolescence: A Meta-Analysis. Research in Human Development, 3(1), 33–43. https://doi.org/10.1207/s15427617rhd0301_4
  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96.
  • Chan, D.W. (2009). Perfectionism and goal orientations among Chinese gifted students in hong kong. Roeper Review, 31, 9-17.
  • Cross, J., Reily, O., Kim, M., Mamadon, S., Tracy, C. (2015). Social coping and self-concept among young gifted students in Ireland and the United States: A cross-culture study. High Ability Studies, 26, 39-61
  • Delisle, J. R. (1984). The BIASED Model of Career Education and Guidance for Gifted Adolescents. Journal for the Education of the Gifted, 8(1), 95–106. https://doi.org/10.1177/016235328400800109
  • Deur, V.P. (2011). Views of gifted elementary students about self-directed learning.Journal Gifted and Talented International, 26, 111-120
  • Dignath, C. & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231–264. DOI 10.1007/s11409-008-9029-x
  • Distin, K. (2006). Gifted children: A guide for parents and professionals. London: Jessica Kingsley Publishers.
  • Doherty, W. J., & Beaton, J. M. (2004). Mothers and fathers parenting together In Vangelisti A (Ed.), Handbook of family communication (pp. 269–286).
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273 Gallardo, L.O., Barrasa, A. & Guevara-Viejo, F. (2016). Positive peer relationships and academic achievement across early and mid adolescence. Social Behavior and Personality, 44, 1637–1648.
  • Gottfried, A.W., Gottfried, A.E., Cook, C.R., & Morris, P.E. (2005). Education characteristics of adolescents with gifted academic intrinsic motivation: a longitudinal investigation from school entry through early adulthood. The Gifted Child Quarterly, 49, 172-186
  • Gottfried, A.E. & Gottfried, A.W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: childhood through early adolescence. Gifted Child Quarterly, 40(4), 179-183. doi.org/10.1177/001698629604000402
  • Grolnick, W.S., Benjet, C., Kurowski, C.O., & Apostoleris, N.P. (1997). Predictors of parent involvement in children's schooling. Journal of Educational Psychology, 89, 538-548
  • Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302–323.
  • Hill, J. (2005). Understanding underachievement of gifted student: Insights and Implications. University of Georgia Mary Forehand. Jessica Kingsley Publishers.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82-110.
  • Jin, Suk-Un & Moon, S.M. (2006). Study of well-being and school satisfaction among academically talented students attending a science high school in Korea. Gifted Child Quarter, 50, 169-175.
  • Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational psychology review, 19(2), 141-184.
  • Kim, S. W., & Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal Of Educational Psychology, 107, 919-934. doi:10.1037/edu0000023
  • Laka, L. (2015). Pengembangan model strategi self-regulated learning siswa sekolah menengah kejuruan negeri di kabupaten pasuruan. (Disertasi, Universitas Airlangga, Fakultas Psikologi)
  • Mammadov, S. (2016). Personality predictors of academic achievement in gifted students: mediation by socio-cognitive and motivational variables. Dissertation. Virginia: The Faculty of the School of Education The College of William and Mary
  • Marisano, D & Shore, B.M. (2010) Can personal goal setting tap the potential of gifted underachiever? Roeper Review, 32, 249-258. Mawson, J. (2002). Gifted education: Why does it matter?. A Peer Reviewed Journal, 4, 1-4.
  • McCoach, D. B, & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47, 144- 154.
  • Moote, J.K., Williams, J.M., & Sproule, J. (2013). When students take control: investigating the impact of the CREST inquiry-based learning program on self-regulated processes and related motivations in young science students. Journal of Cognitive Education and Psychology, 12, 24-33
  • . Nicholls, J.G. (1984). Achievement Motivation: Conceptions of Ability, Subjective Experience, Task Choice, and Performance. Psychological Review, 91(3), 328-346
  • Ormrod, J.E. (2008) Psikologi pendidikan jilid I. Jakarta: Penerbit Erlangga
  • Olakanmia, E.E. & Gumboa, M.T. (2017). The Effects of self-regulated learning training on students’ metacognition and achievement in chemistry. International Journal of Innovation in Science and Mathematics Education, 25(2), 34–48
  • Pianta, R.C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F.J. (2008). Classroom Assessment Scoring System-Secondary (CLASS-S). Charlottesville, VA: University of Virginia.
  • Pintrieh, P.R. (2000). The role of goal orientation in self-reguleted learning. Dalam Boekaerts, M., Pintrich, P.R., and Zeidner, M. (2000). Handbook of Self- regulation. Amsterdam : Elsevier
  • Preston, J. P. (2008). School councils: A passing fad or a solid future? Policy and Practice in Education, 14(1/2), 65–84
  • Reis S. M., & Greene M. J. (2014). Using self-regulated learning to reverse underachievement in talented students. University of Connecticut: Renzulli Center for Creativity, Gifted Education, and Talent Development
  • Reis S. M., & Greene M. J. (2014). Using self-regulated learning to reverse underachievement in talented students. University of Connecticut: Renzulli Center for Creativity, Gifted Education, and Talent Development
  • Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality, 10(2), 113-125
  • Reis, S.M., & McCoach, D.B., (2000). The underachievement of gifted student: what do we know and where do we go? Gift Child Quarterly, 44, 153-163
  • Renk, K., Roberts, R., Roddenberry, A., Luick, M., Hillhouse, S., Meehan, C., & Oliveros, A. (2003). Mothers, fathers, gender role, and time parents spend with their children. Sex Roles, 48, 305–315. doi.org/10.1023/A:1022934412910.
  • Renzulli, J. S., & Reis, S. M. (1997). The Enrichment Triad/Revolving Door Model: A Schoolwide Plan for the Development of Creative Productivity. In E. J. S. Renzulli (Org.), Systems and Models for Developing Programs for the Gifted and Talented (pp. 184-203). Mansfield Center, CT: Creative Learning Press.
  • Robinson, N. M. (2002). Individual differences in gifted students' attributes for academic performances. In Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.), The social and emotional development of gifted children: What do we know?. Waco, TX: Prufrock Press
  • Rogers, K. B. (2002). Re-forming Gifted Education. Scottsdale, AZ: Great Potential Press
  • Rubin, Bukowski, & Parker. (2006) in Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on the classroom. (8th ed). Malaysia: Pearson Education
  • Seyfried, S. F., & Chung, I. J. (2002). Parent involvement as parental monitoring of student motivation and parent expectations predicting later achievement among African American and European American middle school age students. Journal of Ethnic and Cultural Diversity in Social Work, 11(1-2), 109-131.
  • Silverman, L. K. (1993). Counselling the gifted and talented. Denver: Love
  • Taber, K.S. (2007). Enriching school science for the gifted learner. Cambride: Gatsby Science Enhancement Programme
  • Tannenbaum, A.J. (1983). Gifted Children: Psychological and Education Perspectives.
  • Tanner, J.L. (2006). Recentering during emerging adulthood. In J.J. Arnett & J.L. Tanner (Eds). Emerging adults in America: Coming of age in the 21 st century (pp. 193-217). Washington, D.C: American Psychological Association.
  • Van Tiel, J.M. & Widyorini, E. (2014). Deteksi & penanganan anak cerdas istimewa (anak gifted). Jakarta: Prenadamedia
  • Yeung, J.Wei-Jun. (2013). Asian Fatherhood. Journal of Family Issues, 34(2), 143–160
  • Yoon, C-H. (2009). Self-regulated learning and instructional factors in the scientific inquiry of scientifically gifted Korean middle school students. Gifted Child Quarterly, 53, 203-216. DOI: 10.1177/0016986209334961
  • Zimmerman, B. J., Bonner, S., & Kovatch, R. (1996). Developing self-regulated academic learning. Journal o of Educational Psychology, 81, 329-339.
  • Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning.Journal of Education Psychology, 81, 329-339
  • Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91. doi:10.1006/ceps.1999.1016

Yıl 2022, Cilt: 9 Sayı: 2, 203 - 218, 30.06.2022

Nur Eva

Öz

Proje Numarası

6

Kaynakça

  • Alsa, A. (2005). Perbedaan sosialisasi antara siswa kelas akselerasi dan kelas reguler dalam lingkungan pergaulan di sekolah. Humanitas. Indonesian Psychological Journal, 2, 28-40.
  • Aslan, S., & Yukay-Yuksel, M. (2018). An investigation of the relationship between social behavior characteristics and self-perceptions of gifted children in primary school. Journal for the Education of Gifted Young Scientists, 6(1), 17-42. DOI:http://dx.doi.org/10.17478/JEGYS.2018.71
  • Arnett, J. J. (2013). The evidence for the generation we and against generation me. Emerging adulthood, 1(1), 5-10.
  • Baker, S. N. (2016). Uninspired or disengaged? A phenomenological investigation of gifted middle school students on probation (Disertasi, Liberty University, Lynchburg, Virginia). Accessed from https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2255&context=doctoral
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Baslanti, U. & McCoach, D. B. (2006). Factors related to the underachievement of university students in turkey. Roeper Review, 28, 210-215
  • Benson, M. J., McWey, L. M., & Ross, J. J. (2006). Parental Attachment and Peer Relations in Adolescence: A Meta-Analysis. Research in Human Development, 3(1), 33–43. https://doi.org/10.1207/s15427617rhd0301_4
  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96.
  • Chan, D.W. (2009). Perfectionism and goal orientations among Chinese gifted students in hong kong. Roeper Review, 31, 9-17.
  • Cross, J., Reily, O., Kim, M., Mamadon, S., Tracy, C. (2015). Social coping and self-concept among young gifted students in Ireland and the United States: A cross-culture study. High Ability Studies, 26, 39-61
  • Delisle, J. R. (1984). The BIASED Model of Career Education and Guidance for Gifted Adolescents. Journal for the Education of the Gifted, 8(1), 95–106. https://doi.org/10.1177/016235328400800109
  • Deur, V.P. (2011). Views of gifted elementary students about self-directed learning.Journal Gifted and Talented International, 26, 111-120
  • Dignath, C. & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231–264. DOI 10.1007/s11409-008-9029-x
  • Distin, K. (2006). Gifted children: A guide for parents and professionals. London: Jessica Kingsley Publishers.
  • Doherty, W. J., & Beaton, J. M. (2004). Mothers and fathers parenting together In Vangelisti A (Ed.), Handbook of family communication (pp. 269–286).
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273 Gallardo, L.O., Barrasa, A. & Guevara-Viejo, F. (2016). Positive peer relationships and academic achievement across early and mid adolescence. Social Behavior and Personality, 44, 1637–1648.
  • Gottfried, A.W., Gottfried, A.E., Cook, C.R., & Morris, P.E. (2005). Education characteristics of adolescents with gifted academic intrinsic motivation: a longitudinal investigation from school entry through early adulthood. The Gifted Child Quarterly, 49, 172-186
  • Gottfried, A.E. & Gottfried, A.W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: childhood through early adolescence. Gifted Child Quarterly, 40(4), 179-183. doi.org/10.1177/001698629604000402
  • Grolnick, W.S., Benjet, C., Kurowski, C.O., & Apostoleris, N.P. (1997). Predictors of parent involvement in children's schooling. Journal of Educational Psychology, 89, 538-548
  • Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302–323.
  • Hill, J. (2005). Understanding underachievement of gifted student: Insights and Implications. University of Georgia Mary Forehand. Jessica Kingsley Publishers.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82-110.
  • Jin, Suk-Un & Moon, S.M. (2006). Study of well-being and school satisfaction among academically talented students attending a science high school in Korea. Gifted Child Quarter, 50, 169-175.
  • Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational psychology review, 19(2), 141-184.
  • Kim, S. W., & Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal Of Educational Psychology, 107, 919-934. doi:10.1037/edu0000023
  • Laka, L. (2015). Pengembangan model strategi self-regulated learning siswa sekolah menengah kejuruan negeri di kabupaten pasuruan. (Disertasi, Universitas Airlangga, Fakultas Psikologi)
  • Mammadov, S. (2016). Personality predictors of academic achievement in gifted students: mediation by socio-cognitive and motivational variables. Dissertation. Virginia: The Faculty of the School of Education The College of William and Mary
  • Marisano, D & Shore, B.M. (2010) Can personal goal setting tap the potential of gifted underachiever? Roeper Review, 32, 249-258. Mawson, J. (2002). Gifted education: Why does it matter?. A Peer Reviewed Journal, 4, 1-4.
  • McCoach, D. B, & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47, 144- 154.
  • Moote, J.K., Williams, J.M., & Sproule, J. (2013). When students take control: investigating the impact of the CREST inquiry-based learning program on self-regulated processes and related motivations in young science students. Journal of Cognitive Education and Psychology, 12, 24-33
  • . Nicholls, J.G. (1984). Achievement Motivation: Conceptions of Ability, Subjective Experience, Task Choice, and Performance. Psychological Review, 91(3), 328-346
  • Ormrod, J.E. (2008) Psikologi pendidikan jilid I. Jakarta: Penerbit Erlangga
  • Olakanmia, E.E. & Gumboa, M.T. (2017). The Effects of self-regulated learning training on students’ metacognition and achievement in chemistry. International Journal of Innovation in Science and Mathematics Education, 25(2), 34–48
  • Pianta, R.C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F.J. (2008). Classroom Assessment Scoring System-Secondary (CLASS-S). Charlottesville, VA: University of Virginia.
  • Pintrieh, P.R. (2000). The role of goal orientation in self-reguleted learning. Dalam Boekaerts, M., Pintrich, P.R., and Zeidner, M. (2000). Handbook of Self- regulation. Amsterdam : Elsevier
  • Preston, J. P. (2008). School councils: A passing fad or a solid future? Policy and Practice in Education, 14(1/2), 65–84
  • Reis S. M., & Greene M. J. (2014). Using self-regulated learning to reverse underachievement in talented students. University of Connecticut: Renzulli Center for Creativity, Gifted Education, and Talent Development
  • Reis S. M., & Greene M. J. (2014). Using self-regulated learning to reverse underachievement in talented students. University of Connecticut: Renzulli Center for Creativity, Gifted Education, and Talent Development
  • Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality, 10(2), 113-125
  • Reis, S.M., & McCoach, D.B., (2000). The underachievement of gifted student: what do we know and where do we go? Gift Child Quarterly, 44, 153-163
  • Renk, K., Roberts, R., Roddenberry, A., Luick, M., Hillhouse, S., Meehan, C., & Oliveros, A. (2003). Mothers, fathers, gender role, and time parents spend with their children. Sex Roles, 48, 305–315. doi.org/10.1023/A:1022934412910.
  • Renzulli, J. S., & Reis, S. M. (1997). The Enrichment Triad/Revolving Door Model: A Schoolwide Plan for the Development of Creative Productivity. In E. J. S. Renzulli (Org.), Systems and Models for Developing Programs for the Gifted and Talented (pp. 184-203). Mansfield Center, CT: Creative Learning Press.
  • Robinson, N. M. (2002). Individual differences in gifted students' attributes for academic performances. In Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.), The social and emotional development of gifted children: What do we know?. Waco, TX: Prufrock Press
  • Rogers, K. B. (2002). Re-forming Gifted Education. Scottsdale, AZ: Great Potential Press
  • Rubin, Bukowski, & Parker. (2006) in Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on the classroom. (8th ed). Malaysia: Pearson Education
  • Seyfried, S. F., & Chung, I. J. (2002). Parent involvement as parental monitoring of student motivation and parent expectations predicting later achievement among African American and European American middle school age students. Journal of Ethnic and Cultural Diversity in Social Work, 11(1-2), 109-131.
  • Silverman, L. K. (1993). Counselling the gifted and talented. Denver: Love
  • Taber, K.S. (2007). Enriching school science for the gifted learner. Cambride: Gatsby Science Enhancement Programme
  • Tannenbaum, A.J. (1983). Gifted Children: Psychological and Education Perspectives.
  • Tanner, J.L. (2006). Recentering during emerging adulthood. In J.J. Arnett & J.L. Tanner (Eds). Emerging adults in America: Coming of age in the 21 st century (pp. 193-217). Washington, D.C: American Psychological Association.
  • Van Tiel, J.M. & Widyorini, E. (2014). Deteksi & penanganan anak cerdas istimewa (anak gifted). Jakarta: Prenadamedia
  • Yeung, J.Wei-Jun. (2013). Asian Fatherhood. Journal of Family Issues, 34(2), 143–160
  • Yoon, C-H. (2009). Self-regulated learning and instructional factors in the scientific inquiry of scientifically gifted Korean middle school students. Gifted Child Quarterly, 53, 203-216. DOI: 10.1177/0016986209334961
  • Zimmerman, B. J., Bonner, S., & Kovatch, R. (1996). Developing self-regulated academic learning. Journal o of Educational Psychology, 81, 329-339.
  • Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning.Journal of Education Psychology, 81, 329-339
  • Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91. doi:10.1006/ceps.1999.1016
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Psikolojisi
Bölüm Psychology of Gifted
Yazarlar

Nur Eva 0000-0003-3584-5049

Proje Numarası 6
Yayımlanma Tarihi 30 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 2

Kaynak Göster

APA Eva, N. (2022). Gifted students’ achievement in Natural Science: a modelling study. Journal of Gifted Education and Creativity, 9(2), 203-218.
 Kapak Resmi İndir