The Academic Achievement of Academically Talented Students

1963 ◽  
Vol 56 (5) ◽  
pp. 255-259
Author(s):  
Frederick R. Smith
Keyword(s):  
Academic Achievement ◽  
Academically Talented ◽  
Talented Students ◽  
Academically Talented Students

scholarly journals Medical career expectations of academically talented high school students: A nationwide cross-sectional study in China

2020 ◽  
Author(s):  
Hongbin Wu ◽  
Leisi Pei ◽  
Shan Li ◽  
Cheng Jiang
Keyword(s):  
High School ◽  
High School Students ◽  
Family Background ◽  
Academically Talented ◽  
School Students ◽  
Career Expectations ◽  
Medical Career ◽  
Talented Students ◽  
Academically Talented Students ◽  
Academic Tests

Abstract Background: Academically talented high school students (ATHSSs), an exceptional cohort, are not well studied for their career expectations, especially for those with medical career expectation (MCE). Nowadays, the public perception of the medical profession is changing in China. The purpose of this study was to answer questions about ‘is medicine attractive for ATHSSs and ‘what factors affect medical career expectations (MCE) for ATHSSs’ in China. Methods: A total of 16,479 representative ATHSSs in senior three completed a questionnaire and four different academic tests. Frequency statistics showed the proportion of ATHSSs with MCE. Unpaired t-tests were performed to find out the differences in demographics, family background, and academic performance between students with and without MCE. The logit models analysis were applied to explore the potential factors that affected the MCE of this exceptional group of students. Results: ATHSSs with MCE accounted for 20.6% (ranking 7/18) of the respondents. They were more likely to be female, came from relatively poorer families, lived in a rural area, and performed significantly worse in all academic tests except for mathematics, compared with those without MCE. In addition, the results revealed that gender (β=-0.436, p<0.01), region of hometown (β=-103, p<0.1), mother’s years of schooling (β=-0.019, p<0.05), and father’s occupational status (β=-0.005, p<0.01) contributed significantly to the MCE of academically talented students. Better performance in mathematics affected the MCE of ATHSSs taking the liberal arts and science tests differently. Conclusions: We found the medical career is becoming unattractive to academically talented students and the medical career may be loosing their aura in China. Students who have medical career expectations are likely to be females and to have a weak family background. We discuss implications for medical education.

Parenting for strengths: Embracing the challenges of raising children identified as twice exceptional

2020 ◽  
pp. 026142942093443
Author(s):  
Sally M. Reis ◽  
Sara J. Renzulli
Keyword(s):  
Talent Development ◽  
Development Strategies ◽  
Educational Opportunities ◽  
Academically Talented ◽  
Learning Differences ◽  
Twice Exceptional ◽  
Raising Children ◽  
Talented Students ◽  
Academically Talented Students

Parents of academically talented students with various types of learning differences, often called 2E, need to understand how support their children’s unique needs. In this article, we discuss current research about 2E students and focus on how parents can both nurture and find educational opportunities that encourage their children’s strengths and simultaneously address their deficits. Talent development strategies are discussed for parenting for strengths with this population. Too often, 2E students, have conflicting needs that can complicate the identification and development of their talents and so this article concludes with specific recommendations for parents of these students.

Academically Talented Students' Preparation for Advanced-Level Coursework after Individually-Paced Precalculus Class

1992 ◽  
Vol 16 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Carol J. Mills ◽  
Karen E. Ablard ◽  
Sharon J. Lynch
Keyword(s):  
Educational Opportunity ◽  
Academic Needs ◽  
Academically Talented ◽  
Mathematics Courses ◽  
Advanced Level ◽  
Regular School ◽  
School Placement ◽  
Talented Students ◽  
Perceived Challenge ◽  
Academically Talented Students

Nine months after participating in a three-week individualized, flexiblypaced precalculus course, 239 academically talented students who received placement into a subsequent advanced math course in regular school (placement course) completed a questionnaire which assessed: (a) perceived preparation for advanced level work, (b) grades received in the placement course, and (c) perceived challenge of the individually-paced course relative to the placement course. Responses indicated that students experienced greater challenge in the individually-paced precalculus course than in their school placement course. Self-reported grades, as well as students' perceptions of their preparation for advanced level coursework suggest that individually-paced courses prepare students to be successful in placement courses in their schools. Mathematics courses which allow students to proceed at a pace of learning matched to their abilities, followed by appropriate placement in their schools, provide an educational opportunity to meet the special academic needs of talented students.

Achievement Goals and Implicit Theories of Intelligence among Academically Talented Students

2002 ◽  
Vol 25 (3) ◽  
pp. 215-232 ◽  
Author(s):  
Karen E. Ablard
Keyword(s):  
Achievement Goals ◽  
Implicit Theories ◽  
Intellectual Ability ◽  
Learning Goals ◽  
Performance Goals ◽  
Academically Talented ◽  
Theories Of Intelligence ◽  
And Performance ◽  
Talented Students ◽  
Academically Talented Students

Academically talented students vary in their reasons for achievement, variation that may provide insight into differences in achievement-related behaviors (e.g., effort and avoidance of challenge) and future underachievement. There were 425 students (at or above the 97th percentile) who completed questions assessing achievement goals and personal beliefs about intelligence. Students ranged widely in learning goals that focus on understanding material and performance goals that focus on doing better than others. As learning goals became stronger, so did beliefs that intelligence can increase via effort. Of all students, 4.4% embraced performance goals and had low confidence in their intellectual ability, a combination of beliefs that can place them at risk for later underachievement.

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