Spelling suggestions: "subject:"talent students""
11 |
Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de VosDe Vos, Catharina Elizabeth January 1988 (has links)
MOTIVATION FOR THE STUDY:
In a young growing country such as the Republic of south
Africa there is a growing need for higher productivity. The
gifted person does not always perform according to his
abilities, because he is not identified at an early age and
is therefore not completely understood. Previously, gifted
persons were only identified by their mental abilities,
whereas it is known that there are more factors involved,
such as personality, interests, study methods and attitudes.
etc. Psychological aspects that play an important role in
the better understanding of the gifted person are the
following :-
- academic performance,
- influence of the gifted person on the family,
- the influence of inheritance and environment on
giftedness,
- education of the gifted,
- sex differences with the gifted.
AIM OF THE RESEARCH:
The general aim of this study was to compare the gifted and
average groups of students according to their abilities,
scholastic achievement, interests, personalities and
study-orientation. This was done through the following
specific aims to determine if:-
i) the gifted and average groups (both sexes included)
differed in their profiles of the cognitive variables
(SAT and standard ten results).
ii) the mean profiles of the gifted and average groups
(both sexes included) comparing non-cognitive variables
(19FII, PHSF, SSHA), differed.
iii) the mean profiles of the gifted male and average male
groups comparing the cognitive variables differed.
iv) the mean profiles of the gifted male and average male
groups comparing the non-cognitive variables proved to
be significantly different.
v) the mean profiles of the gifted female and average
female groups comparing cognitive variables were
significantly different.
vi) the mean profiles of the gifted female and average
female groups comparing non-cognitive variables were
different.
The second aim of this study was to determine by t-tests
whether there is a statistically meaningful difference
between the different groups on the various fields or
components of the psychometric instruments.
METHOD OF INVESTIGATION:
In the first place, a study of the relevant literature was
undertaken, concerning the concepts of average, gifted,
interest, aptitude, personality and study methods and
attitudes.
The psychometric instruments used in this research are
discussed thoroughly according to their development,
contents, reliability and validity.
The sample used in this research consisted of one hundred
and forty average students (seventy male and seventy female)
and seventy gifted students (thirty five male and thirty
five female) which were selected after the 1984 mass testing
of first year students of the PU for CHE.
Statistical operations were done for these groups with the
aid of a computer. This work included the drawing-up of
mean profiles on each variable (cognitive and non-cognitive)
for each group (i.e. the gifted and average groups, the
gifted and average male groups; and the gifted and average
female groups) as well as the statistical comparison of
these profiles with each other. In the second place t-tests
were completed to detect differences between these groups on
different fields of interest, personality, abilities, etc.
CONCLUSIONS
With regard to the first aim of this study, the following
can be concluded:
i) The gifted and average groups' mean cognitive
profiles (both sexes included) were not parallel.
ii) The gifted and average groups' mean non-cognitive
profiles were not parallel.
iii) The gifted and average male groups' mean cognitive
profiles were not parallel.
iv) The gifted and average male groups' mean non-cognitive
profiles were parallel.
v) The gifted and average female groups' mean cognitive
profile were not parallel.
vi) The gifted and average female groups' mean non-cognitive
profile were not parallel.
With regard to the t-tests, the following can be concluded:-
The gifted group (both sexes included) showed statistically
better performance on the following fields or components
compared to the average group.
a) Subjects: Afrikaans (1st language), English (2nd
language), German higher grade, Latin higher grade,
Mathematics higher grade, Science higher grade, Biology
higher grade, History higher grade, Geography higher
grade & standard grade, Accountancy higher grade &
standard grade, Domestic Science higher grade and
standard grade, Wood & Metal work standard grade,
Technical Drawings higher grade and Typing standard
grade.
b) Interests (19FII):- Fine Arts, Performing Arts, Creative
Thought and Numerical.
c) Personality: (PHSF):- Desirability scale.
d) Study Methods and attitudes (SSHA)
- The average students (both sexes included) showed a
statistically higher performance on clerical interest
and sociability (Groups).
The gifted male group performed statistically better on the
following fields:-
a) Subjects:- Afrikaans (1st language), English (2nd
language), Latin higher grade, Mathematics higher
grade, Science higher & standard grade, Accountancy
higher grade, Technical Drawings higher grade and Wood &
Metal work standard grade.
b) Interests:- Creative thought.
c) Personality:- Desirability Scale.
- The average male students performed higher on the following:-
a) Interests:- Clerical
b) Personality:- Sociability (G)
The gifted female group showed the following statistically
higher performances:-
a) Subjects:- Afrikaans (1st language), English (2nd
language), German higher grade, Mathematics higher grade,
Science higher grade, History higher grade, Geography higher
grade. Accountancy higher and standard grade. Biology higher
grade, Domestic Science standard grade and Typing standard
grade.
b) Interests:- Fine arts, Creative Thought, Practical -
Male, and Numerical.
c) Personality:- None.
It was also found that the gifted group as a whole, as well
as the gifted female group, tend to be more actively
inclined towards interests.
RECOMMENDATIONS
The results of this study show that the gifted student does
differ in many ways from the average student. There is thus
a need for early identification of the gifted person so that
he could be understood and so that there could be catered
for this student at school level.
The following recommendations can be made in connection with
future research studies:-
a) More meaningful findings may be gathered on the
personality of the average student by including a second
personality questionnaire such as the Jung Personality
Questionnaire. The results of this questionnaire could
lead to better understanding of the PHSF results of this
study.
b) More instruments can be used to evaluate study
orientation, such as personal questionnaires and
interviews.
c) It is also recommended that the size of the groups be
increased in order to increase the reliability of such
findings. / Thesis (MA)--PU vir CHO, 1988
|
12 |
Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de VosDe Vos, Catharina Elizabeth January 1988 (has links)
MOTIVATION FOR THE STUDY:
In a young growing country such as the Republic of south
Africa there is a growing need for higher productivity. The
gifted person does not always perform according to his
abilities, because he is not identified at an early age and
is therefore not completely understood. Previously, gifted
persons were only identified by their mental abilities,
whereas it is known that there are more factors involved,
such as personality, interests, study methods and attitudes.
etc. Psychological aspects that play an important role in
the better understanding of the gifted person are the
following :-
- academic performance,
- influence of the gifted person on the family,
- the influence of inheritance and environment on
giftedness,
- education of the gifted,
- sex differences with the gifted.
AIM OF THE RESEARCH:
The general aim of this study was to compare the gifted and
average groups of students according to their abilities,
scholastic achievement, interests, personalities and
study-orientation. This was done through the following
specific aims to determine if:-
i) the gifted and average groups (both sexes included)
differed in their profiles of the cognitive variables
(SAT and standard ten results).
ii) the mean profiles of the gifted and average groups
(both sexes included) comparing non-cognitive variables
(19FII, PHSF, SSHA), differed.
iii) the mean profiles of the gifted male and average male
groups comparing the cognitive variables differed.
iv) the mean profiles of the gifted male and average male
groups comparing the non-cognitive variables proved to
be significantly different.
v) the mean profiles of the gifted female and average
female groups comparing cognitive variables were
significantly different.
vi) the mean profiles of the gifted female and average
female groups comparing non-cognitive variables were
different.
The second aim of this study was to determine by t-tests
whether there is a statistically meaningful difference
between the different groups on the various fields or
components of the psychometric instruments.
METHOD OF INVESTIGATION:
In the first place, a study of the relevant literature was
undertaken, concerning the concepts of average, gifted,
interest, aptitude, personality and study methods and
attitudes.
The psychometric instruments used in this research are
discussed thoroughly according to their development,
contents, reliability and validity.
The sample used in this research consisted of one hundred
and forty average students (seventy male and seventy female)
and seventy gifted students (thirty five male and thirty
five female) which were selected after the 1984 mass testing
of first year students of the PU for CHE.
Statistical operations were done for these groups with the
aid of a computer. This work included the drawing-up of
mean profiles on each variable (cognitive and non-cognitive)
for each group (i.e. the gifted and average groups, the
gifted and average male groups; and the gifted and average
female groups) as well as the statistical comparison of
these profiles with each other. In the second place t-tests
were completed to detect differences between these groups on
different fields of interest, personality, abilities, etc.
CONCLUSIONS
With regard to the first aim of this study, the following
can be concluded:
i) The gifted and average groups' mean cognitive
profiles (both sexes included) were not parallel.
ii) The gifted and average groups' mean non-cognitive
profiles were not parallel.
iii) The gifted and average male groups' mean cognitive
profiles were not parallel.
iv) The gifted and average male groups' mean non-cognitive
profiles were parallel.
v) The gifted and average female groups' mean cognitive
profile were not parallel.
vi) The gifted and average female groups' mean non-cognitive
profile were not parallel.
With regard to the t-tests, the following can be concluded:-
The gifted group (both sexes included) showed statistically
better performance on the following fields or components
compared to the average group.
a) Subjects: Afrikaans (1st language), English (2nd
language), German higher grade, Latin higher grade,
Mathematics higher grade, Science higher grade, Biology
higher grade, History higher grade, Geography higher
grade & standard grade, Accountancy higher grade &
standard grade, Domestic Science higher grade and
standard grade, Wood & Metal work standard grade,
Technical Drawings higher grade and Typing standard
grade.
b) Interests (19FII):- Fine Arts, Performing Arts, Creative
Thought and Numerical.
c) Personality: (PHSF):- Desirability scale.
d) Study Methods and attitudes (SSHA)
- The average students (both sexes included) showed a
statistically higher performance on clerical interest
and sociability (Groups).
The gifted male group performed statistically better on the
following fields:-
a) Subjects:- Afrikaans (1st language), English (2nd
language), Latin higher grade, Mathematics higher
grade, Science higher & standard grade, Accountancy
higher grade, Technical Drawings higher grade and Wood &
Metal work standard grade.
b) Interests:- Creative thought.
c) Personality:- Desirability Scale.
- The average male students performed higher on the following:-
a) Interests:- Clerical
b) Personality:- Sociability (G)
The gifted female group showed the following statistically
higher performances:-
a) Subjects:- Afrikaans (1st language), English (2nd
language), German higher grade, Mathematics higher grade,
Science higher grade, History higher grade, Geography higher
grade. Accountancy higher and standard grade. Biology higher
grade, Domestic Science standard grade and Typing standard
grade.
b) Interests:- Fine arts, Creative Thought, Practical -
Male, and Numerical.
c) Personality:- None.
It was also found that the gifted group as a whole, as well
as the gifted female group, tend to be more actively
inclined towards interests.
RECOMMENDATIONS
The results of this study show that the gifted student does
differ in many ways from the average student. There is thus
a need for early identification of the gifted person so that
he could be understood and so that there could be catered
for this student at school level.
The following recommendations can be made in connection with
future research studies:-
a) More meaningful findings may be gathered on the
personality of the average student by including a second
personality questionnaire such as the Jung Personality
Questionnaire. The results of this questionnaire could
lead to better understanding of the PHSF results of this
study.
b) More instruments can be used to evaluate study
orientation, such as personal questionnaires and
interviews.
c) It is also recommended that the size of the groups be
increased in order to increase the reliability of such
findings. / Thesis (MA)--PU vir CHO, 1988
|
13 |
An examination of the inservice process used in the introduction of the Tap-a-Talent Program in a selected Indiana metropolitan school corporation / Examination of the inservice process used in the introduction of the Tap-a-Talent Program.Beights, Raymond M. January 1983 (has links)
The purposes of the study were to 1) determine if responses from teachers to items on the pre- and post- administration of the questionnaires would change after viewing the Tap Tapes series and 2) provide members of the Tap - A - Talent committee with recommendations on how to proceed with the inservice process if, in fact, the process should continue.The pre- and post- questionnaires were mailed to randomly selected teachers of grades one through five employed by the school corporation during the 1980-81 school year. Usable questionnaires were returned by 101 teachers and constituted the sample for the study.Data reported represented changes in responses to items on the pre- and post- questionnaires as tabulated by number and percent.The following conclusions were formulated from the summary of the findings based on teacher responses on the pre- and post- questionnaires:1. Teachers who viewed all or some of the seven-part Tap Tapes resulted in a small but positive increase in desired responses in the questionnaires.2. The responses of teachers who viewed none of the Tap Tapes reflected a decrease in the number of desired responses in the questionnaire.3. While many teachers participating in the study reported, by the responses, an overall agreement with the statements in the questionnaire prior to viewing the Tap Tapes, the data reflect a general strenthening of views and attitudes by teachers following the viewing of the tapes.4. The video-tapes, mini-workshop series, known as Tap Tapes, appeared to be an effective inservice component.
|
14 |
Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted developmental changes and sex differences during young adulthood and parenthood /Ferriman, Kimberley. January 2008 (has links)
Thesis (M.S. in Psychology)--Vanderbilt University, Aug. 2008. / Title from title screen. Includes bibliographical references.
|
15 |
THE EFFECTS OF A PRECOLLEGE PROGRAM ON THE CHOICES OF HIGHER EDUCATION INSTITUTIONS BY ACADEMICALLY TALENTED STUDENTS (GIFTED, SECONDARY, TRANSITION, EXCEPTIONAL).DOUGLAS, MARGARET ATCHISON. January 1984 (has links)
With a dwindling college-age population and a need to attract academically talented students, postsecondary institutions search for factors that influence college choice. The educational plans of two comparable groups of high ability Arizona secondary students were examined and compared using the Higher Education Orientation Inventory and personal interviews. One group of students consisted of high school juniors who participated in the University of Arizona Precollege Program for Gifted and Talented Students in the summers of 1981 and 1982. The Comparison Group students were selected from a group of the top ten percent of Arizona high school juniors from those same years. Factor analysis was utilized to answer major research questions about factors that affect a student's choice of a higher education institution. To examine the differences between the two groups, discriminant analysis was used. An open-ended question approach provided supplementary data from both groups. The majority of both groups of students favored the choice of a four-year university. It was found that students who participated in the University of Arizona Precollege Program rated that experience as more important in their institutional choice than did those students who did not attend this program. In a separate factor analysis, it was shown that the two groups appeared to differ on several choice factors. Only one pair of factors entitled "Academic Quality of the Institution" was found to be similar within the groups. Other important factors for both groups included "Social Components of the Institution", "Expenses and Financial Aid", and "Institutional Image". The largest discriminant difference between the two groups was with reference to the institution's precollege program. This supported the finding that there was a significant mean difference on which students rated the importance of a precollege program in institutional selection. The open-ended question approach indicated that important reasons for postsecondary choices were (1) location, reputation and size of the institution, (2) cost, and (3) program quality. Personal interviews emphasized the value of a precollege program in providing an introduction to college life and in building confidence about the forthcoming postsecondary experience.
|
16 |
An Industrial Arts Program for Superior High School StudentsWesley, Joe Gail 12 1900 (has links)
The problem of this study was to develop a set of workable guidelines that could be implemented in the development of an industrial arts program for the superior high school student.
|
17 |
Analysis of Mathematical Problem Solving Processes of Middle Grade Gifted and Talented (GT) Elementary School StudentsTsai, Chi-jean 01 July 2004 (has links)
The purpose of this research is to study the mathematical problem solving processes, strategy use and success factors of middle grade gifted and talented (GT) elementary school students.
This research is based on 9 mathematical problems edited by the author and divided into the following categories: ¡§numbers and quantity,¡¨ ¡§shape and space,¡¨ and ¡§logical thinking.¡¨ Seven GT students from Ta-Tung elementary school in Kaohsiung were selected as target students in the study. Besides, the seven students were translated into original cases using a thinking aloud method. Here are the conclusions:
First of all, when facing non-traditional problems, GT students may use different problem solving steps to solve different problems and may not show all detailed steps for every single problem. The same types of problems may not have the same problem solving steps. Missing any single step would have no impact on the answers. Problem solving sequence may not fully follow the traditional 5-step sequence: study the problem, analyze, plan, execute, and verify, and, instead, may dynamically adjust the steps according to the thinking.
Secondly, GT students¡¦ problem solving strategy includes more or less the following 19 methods: trial and error, tabling, looking for all possibilities, a combination of numbers, listing all possible answers, classifying the length of each side, classifying graphics, classifying points, adding extra numbers (the triangle problem), drawing, identifying rules and repetition, summarizing, forward solving, backward solving, remainder theory, polynomials, organizing data, direct solving, and making tallies.
Finally, problem solving success factors are tightly coupled with problem solving knowledge, mathematical capability, and problem solving behavior. Problem solving knowledge includes knowledge of language, understanding, basic models, strategy use, and procedural knowledge. Instances of mathematical capability are capability of abstraction, generalization, calculation, logical thinking, express thinking, reverse thinking, dynamic thinking, memorizing, and space concept. Problem solving behavior includes the sense of understanding the problem and mathematical structure, keeping track of all possible pre-conditions, good understanding of the relationship between the problems and the objectives, applying related knowledge or formulas, verifying the accuracy of the answers, and resilience for problem solving.
In addition to discussing the research results, future directions and recommendations for teaching mathematics for GT and regular students are highlighted.
|
18 |
Die impak van narratiewe beroepsfasilitering op die persoonlike groei van 'n tradisioneel benadeelde, begaafde studentCerone-Biagioni, Angelique. January 2006 (has links)
Thesis (M. Ed.(Opvoedkundige Sielkunde))-University of Pretoria, 2006. / Includes bibliographical references (leaves 87-91). Available on the Internet via the World Wide Web.
|
19 |
"Don't be a nerd in front of a gangsta" : exploring coping strategies, identity management, and marginalization in gifted adolescents /Striley, Katie Margavio, January 1900 (has links)
Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 90-103). Also available online.
|
20 |
Talented students, academic achievement and self-esteem longitudinal comparisons of gifted versus not-gifted program placement /Frost, Mark D. January 1996 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 131-136). Also available on the Internet.
|
Page generated in 0.1139 seconds