scholarly journals High-achieving adults’ opinions on their educational lives and suggestions about educating gifted students

2021 ◽  
Author(s):  
Abdul Samet DEMİRKAYA ◽  
Özlenen ÖZDİYAR ◽  
Eda GÜRLEN
Keyword(s):  
Gifted Students ◽  
High Achieving

No Child Left Behind:The Inadvertent Costs for High-Achieving and Gifted Students

2010 ◽  
Vol 87 (1) ◽  
pp. 35-40 ◽  
Author(s):  
Jennifer L. Jolly ◽  
Matthew C. Makel
Keyword(s):  
Gifted Students ◽  
High Achieving

An Exploration of the Psychosocial Characteristics of High Achieving Students and Identified Gifted Students

2015 ◽  
Vol 27 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Jennifer A. Ritchotte ◽  
Diana Suhr ◽  
Naif F. Alfurayh ◽  
Amy K. Graefe
Keyword(s):  
Gifted Students ◽  
Psychosocial Characteristics ◽  
High Achieving Students ◽  
High Achieving

scholarly journals Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students

2019 ◽  
Vol 12 (2) ◽  
pp. 45 ◽  
Author(s):  
Ioannis Agaliotis ◽  
Efrosini Kalyva
Keyword(s):  
Intrinsic Motivation ◽  
Gifted Students ◽  
Social Goals ◽  
High Achievers ◽  
Academic Needs ◽  
Motivational Orientations ◽  
Motivational Profiles ◽  
High Achieving

This study explores the differences in the motivational profiles of under-achieving gifted students and high-achieving gifted and non-gifted students. In comparison to their high-achieving peers, under-achieving gifted students reported weaker motivational orientations, in both achievement and social goals, as well as in intrinsic motivation. Gifted high achievers reported stronger mastery, competitive, cooperative, and individual orientations than non-gifted high achievers. The findings seem to lend credence to the position that intellectual and motivational giftedness are distinct. The differences in the motivational profiles of the three groups are discussed in relation to the conceptualization of underachievement in gifted students and the differentiated academic needs of this group.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

How to Teach Gifted Students: Practical Advice

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (12) ◽  
Author(s):  
Russell Eisenman
Keyword(s):  
Gifted Students ◽  
Practical Advice
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