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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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2019
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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. |
format | Online Article Text |
id | pubmed-6863923 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
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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