THE LEVEL OF ACADEMIC SELF-CONCEPT AMONG GIFTED STUDENTS WITH LOW ACADEMIC ACHIEVEMENT
Keywords:
academic self-concept, gifted students, low achieversAbstract
The aim of this study was to identify the level of academic self-concept among gifted students with low academic achievement in Jordan considering gender variables and the school stage. The study sample consisted of (110) students of gifted students with low academic achievement from schools of excellence consisted of 60 Male, and 50 Female students from high and middle schools during the first semester of the academic year 2017/2018.
To achieve the objectives of the study, the researchers developed a measure of the concept of the academic self, and verified the signs of sincerity and stability. The results showed that the level of academic self-concept among gifted students with low academic achievement was low and there were no statistically significant differences in the level of academic self-concept among gifted students with low academic achievement due to the gender variable and the school stage. The researchers recommend focusing on investigating the factors that can contribute to reducing the academic achievement of gifted students and the need to maintain a high level of academic self-concept among students of both sexes and from different levels of study.
References
I. Abu Zaitoun, Gamal and Banat, Sohaila (2010). Psychological adaptation and its relationship to problem solving skills of gifted and talented students. Educational and Psychological Sciences (11) (2) 39-64.
II. Al-Jawaldeh, Fuad (2016) .Introduction to Special Education "Basic Education for People with Special Needs" Amman, Dar Al Thaqafa, Amman, Jordan.
III. Amgad Hayageh, Fathia Shukri (2015). The Effectiveness of a Group Counseling Program for Developing the Academic Self-Concept for Learning Disability Students. journal of the Islamic University for Psychological and Educational Studies Volume 1.
IV. Colangelo, N. (1997). Counseling gifted students: Issues and practices. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 353-365). Boston: Allyn & Bacon
V. Dauber, S. L., & Benbow, C.P. (1995). Aspects of personality and peer relations of extremely talented adolescents. Gifted Child Quarterly, 34, 10-15.
VI. Doudin, Thuraya and Jarwan, Fathi (2012) The Effect of Acceleration and Enrichment Programs on the Motivation for Learning, Achievement and Self-Esteem of the Talented Students in Jordan. Al-Quds Open University for Research and Studies, No. 26 (2) pp 115-144.
VII. Gnide, Ahmed and Mohamed Said (2014). The Effectiveness of an Extension Program for the Development of Self-Concept and its Impact on the Psychological and Social Consensus of Adolescent and Low-Achieving Children, Journal of Special Education and Rehabilitation, Special Education and Rehabilitation Foundation, p. 4, pp. 129-79.
VIII. Johnson, S. (2014). Curriculum for gifted education, (Saleh Abu Jado, translator) Riyadh: King Abdul Aziz and his men for talent and creativity and Obeikan Education Company (original work published in 2012).
IX. Makhlafi, Abdel Hakim (2010) Academic Self-efficacy and its relation to some of the personality traits of students, Damascus University Journal, Volume (26) pp. 414-418.
X. Maura Lynn Rouse(2010) Building Self-Esteem of Female Youth in Group Counseling: A Review of Literature and Practice. Graduate Journal of Counseling Psychology Volume 2, Issue 1.
XI. McCoach, D. Betsy; Siegle, Del(2003)Why try? Factors that differentiate underachieving gifted students from high achieving gifted students. Paper presented at the Annual Meeting of the American Educational Research Association.
XII. Ru-De Liu, Rui Zhen ORCID Icon, Yi Ding, Ying Liu, Jia Wang, Ronghuan Jiang & Le Xu (2017) Teacher support and math engagement: roles of academic self-efficacy and positive emotions. Journal Educational Psychology An International Journal of Experimental Educational Psychology Volume 38.
XIII. Sakiz, G (2011). Mastery and performance approach goal orientations in relation to academic self-efficacy beliefs and academic help seeking behaviors of college students in turkey. Educational Research,2771-1778.
XIV. Shiri Ben-Naim,Roni Laslo-Roth,Michal Einav,Hadar Brian &Malka Margalit ( 2016), Academic self-efficacy, sense of coherence, hope and tiredness among college students with learning disabilities, Journal European Journal of Special Needs Education .
XV. Sukkyung You,Sun Ah Lim,Unkyung No &Myley Dang, (2015). Multidimensional aspects of parental involvement in Korean adolescents’ schooling: a mediating role of general and domain-specific self-efficacy Educational Psychology, v36 n5 p916-934 2016.
XVI. Swesson. K. (1994). Helping the gifted/ learning disabled: Understanding the special needs of the "twice exceptional." Gifted Child Today, 17 (5). 24-26.
XVII. Tannenbaum, A. J. (1991). Social psychology of giftedness. In N. Colangelo & G. A. Davis (Eds.). Handbook of gifted education (pp. 27-44). Boston: Allyn & Bacon.
XVIII. Ugur Dogan(2015) Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance Journal The Anthropologist Volume 20.
XIX. Ugur Dogan(2017) Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance. Journal The Anthropologist Volume 20 - Issue 3.
XX. Wilma Vialle, Patrick C. L Heaven and Joseph Ciarrochi(2005) University of Wollongong, Australia, The relationship between self-esteem and academic achievement in high ability students: Evidence from the Wollongong Youth in Australasian Journal of Gifted Education 14(2):39-45.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.
