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Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective

In the last decade, the Achievement Orientation Model (AOM) of Siegle and McCoach has often been used to quantitatively explore different pathways for academic achievement among intellectually gifted students in educational settings, mostly in secondary education. To study the dynamics of the differ...

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Autores principales: Barbier, Katelijne, Donche, Vincent, Verschueren, Karine
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6863923/
https://www.ncbi.nlm.nih.gov/pubmed/31798498
http://dx.doi.org/10.3389/fpsyg.2019.02533
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author Barbier, Katelijne
Donche, Vincent
Verschueren, Karine
author_facet Barbier, Katelijne
Donche, Vincent
Verschueren, Karine
author_sort Barbier, Katelijne
collection PubMed
description In the last decade, the Achievement Orientation Model (AOM) of Siegle and McCoach has often been used to quantitatively explore different pathways for academic achievement among intellectually gifted students in educational settings, mostly in secondary education. To study the dynamics of the different components in the AOM, we further examined the inhibiting and facilitating factors associated with academic achievement as experienced by well-performing and underperforming gifted students. Because the transition from elementary to secondary education is a crucial phase for intellectually gifted students, we selected students from the 7th and 8th grade, using purposive sampling. Six gifted students, three well-performing and three underperforming, from two different high schools participated in in-depth interviews. By capturing the lived experiences of six intellectually gifted students in this study, we were able to get more insight into the complex processes that relate to students’ (dis)engagement and (under)achievement in school. The findings underline the value of the AOM and stress the importance of taking learner perceptions into account.
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spelling pubmed-68639232019-12-03 Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective Barbier, Katelijne Donche, Vincent Verschueren, Karine Front Psychol Psychology In the last decade, the Achievement Orientation Model (AOM) of Siegle and McCoach has often been used to quantitatively explore different pathways for academic achievement among intellectually gifted students in educational settings, mostly in secondary education. To study the dynamics of the different components in the AOM, we further examined the inhibiting and facilitating factors associated with academic achievement as experienced by well-performing and underperforming gifted students. Because the transition from elementary to secondary education is a crucial phase for intellectually gifted students, we selected students from the 7th and 8th grade, using purposive sampling. Six gifted students, three well-performing and three underperforming, from two different high schools participated in in-depth interviews. By capturing the lived experiences of six intellectually gifted students in this study, we were able to get more insight into the complex processes that relate to students’ (dis)engagement and (under)achievement in school. The findings underline the value of the AOM and stress the importance of taking learner perceptions into account. Frontiers Media S.A. 2019-11-13 /pmc/articles/PMC6863923/ /pubmed/31798498 http://dx.doi.org/10.3389/fpsyg.2019.02533 Text en Copyright © 2019 Barbier, Donche and Verschueren. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Barbier, Katelijne
Donche, Vincent
Verschueren, Karine
Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective
title Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective
title_full Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective
title_fullStr Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective
title_full_unstemmed Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective
title_short Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective
title_sort academic (under)achievement of intellectually gifted students in the transition between primary and secondary education: an individual learner perspective
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6863923/
https://www.ncbi.nlm.nih.gov/pubmed/31798498
http://dx.doi.org/10.3389/fpsyg.2019.02533
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