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Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the Sou...

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Detalles Bibliográficos
Autores principales: Castejón, Juan L., Gilar, Raquel, Veas, Alejandro, Miñano, Pablo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5037185/
https://www.ncbi.nlm.nih.gov/pubmed/27729879
http://dx.doi.org/10.3389/fpsyg.2016.01438
Descripción
Sumario:The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications.