Journal article
Attributional Choices for Academic Success and Failure by Intellectually Gifted Students
Gifted Child Quarterly, Vol.50(4), pp.283-294
10/2006
DOI: 10.1177/001698620605000402
Abstract
This study emerges from the lack of empirical research on gifted students' attributions about academic success and failure in multiple subject areas and school in general. We explored differences in top attributional choices between boys and girls for success and failure in general academics, language arts, science, and mathematics. Gifted students were more likely to attribute failure to not working hard enough (long-term effort), rather than to not being smart (ability). Sex differences were found in attributional choices for general academics, science, mathematics, and language arts. The findings counter some popular theoretical expectations of gifted students' attributional choices for success and failure in their academic performance.
Details
- Title: Subtitle
- Attributional Choices for Academic Success and Failure by Intellectually Gifted Students
- Creators
- Susan G Assouline - The Connie Belin & Jacqueline N. Blank Center for Gifted Education and Talent Development The University of IowaNicholas Colangelo - The Connie Belin & Jacqueline N. Blank Center for Gifted Education and Talent Development The University of IowaDamien Ihrig - The Connie Belin & Jacqueline N. Blank Center for Gifted Education and Talent Development The University of IowaLeslie Forstadt - The Connie Belin & Jacqueline N. Blank Center for Gifted Education and Talent Development The University of Iowa
- Resource Type
- Journal article
- Publication Details
- Gifted Child Quarterly, Vol.50(4), pp.283-294
- DOI
- 10.1177/001698620605000402
- ISSN
- 0016-9862
- eISSN
- 1934-9041
- Publisher
- Sage Publications; Thousand Oaks, CA
- Language
- English
- Date published
- 10/2006
- Academic Unit
- Iowa Neuroscience Institute; Counselor Education; Psychological and Quantitative Foundations
- Record Identifier
- 9983993299702771
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