Self-Actualization in Junior High Students: A Pilot Study

1993 ◽  
Vol 73 (2) ◽  
pp. 639-642 ◽  
Author(s):  
Joan D. Lewis
Keyword(s):  
Pilot Study ◽  
Junior High ◽  
Gifted Students ◽  
The Self ◽  
Seventh Grade ◽  
Junior High Students ◽  
Average Group ◽  
Self Actualization ◽  
Raven's Standard Progressive Matrices ◽  
Gifted Girls

The self-actualization scores of 63 junior high students were measured with the Reflections of Self By Youth (ROSY) and the Maslowian Scale. 14 students identified as gifted did not score significantly higher than their more intellectually average peers; however, gifted girls scored slightly higher on the ROSY and two Maslowian Scale subscales. Seventh-grade students scored significantly higher only on the Maslowian Scale-Psychological subscale. Raven's Standard Progressive Matrices identified 10 students among the average group who scored between the 90th and 99th percentiles suggesting some gifted students may have been unidentified.

A Comparison of Learning and Study Strategies of Gifted and Average-Ability Junior High Students

1994 ◽  
Vol 17 (2) ◽  
pp. 143-160 ◽  
Author(s):  
Mary K. Tallent-Runnels ◽  
Arturo Olivárez ◽  
Ann C. Candler Lotven ◽  
Sharon K. Walsh ◽  
Anna Gray ◽  
...  
Keyword(s):  
Junior High ◽  
Gifted Students ◽  
Study Strategies ◽  
Ninth Graders ◽  
Average Ability ◽  
School Settings ◽  
Junior High Students ◽  
Self Testing ◽  
Ability Groups ◽  
Learning And Study Strategies

Not enough is known about whether the learning and study strategies of gifted students are adequate or how they compare to average-ability learners. Therefore, two studies were conducted to determine if gifted and average-ability junior high students differed in learning and study strategies. Results of Study One revealed several differences between gifted (n = 80) and average-ability (n = 61) seventh, eighth, and ninth graders on the Learning and Study Strategies Inventory. Anxiety emerged as the variable that discriminated most between the groups with the average-ability students having more anxiety. Study Two replicated study one with ninth graders (99 gifted, 98 average-ability) taking the newer Learning and Study Strategies Inventory-High School Version and all students drawn from school settings. There were fewer differences between the two groups but significant differences did result on some of the same subtests as in Study One with anxiety again emerging as the most powerful discriminator. There were also gender differences in the second study with girls scoring higher than boys in motivation, study aids, and self-testing. Even with the differences between the ability groups, gifted students did not score above the mean on many subtests and it is recommended that both groups need explicit instruction in learning and study strategies.

scholarly journals CLIL approach in encouraging self-efficacy amongst Malaysian gifted students for Arabic tasks accomplishment

2021 ◽  
Vol 17 (2) ◽  
pp. 1001-1012
Author(s):  
Mohd Sham Kamis ◽  
Md Jais Ismail ◽  
Muhammad Nazir Alias ◽  
Damien Mikeng ◽  
Syahrul Ghani Zainal Abidin ◽  
...  
Keyword(s):  
Pilot Study ◽  
Qualitative Study ◽  
Self Efficacy ◽  
Gifted Students ◽  
Verbal Report ◽  
The Self ◽  
The Internet ◽  
Research Questions ◽  
The Individual ◽  
Classroom Task

CLIL approach refers to Content and Language Integrated Learning. This paper discusses the self-efficacy of Malaysian Gifted Students (MGS) at GENIUS@Pintar Negara in understanding Arabic tasks in the classroom, for example, understanding the Arabic terms in the lesson of Haji. These terms are; a) dam tertib and takdir, b) dam tertib and ta’dil, c) dam takhyir and takdir, d) dam takhyir and ta’dil. Besides, by employing the CLIL, the MGS can improve themselves because the CLIL approach encourages their self-efficacy to completely deal with the language task. The present study employs; qualitative study by using an interview, verbal report, and observation. This method is an instrument to answer two research questions. a) How the individual of MGS adapts his/ her situation to understand the four Arabic terms of the dam in Haji after undergo the three principles stages of classroom task in CLIL? b) What is the best method to memorize the four Arabic terms of the dam in Haji? In this study, three participants took part in the pilot study, and seven participants took part in the actual study. The present study revealed that the MGS in the Pusat GENIUS@Pintar Negara prefer to be independent learners by using the internet to understand the four Arabic terms and memorize by using keywords related to the four Arabic terms in performing Haji.

Effects of the Scamper Technique on Anxiety and Creative Thinking of Intellectually Gifted Students

1988 ◽  
Vol 63 (2) ◽  
pp. 495-500 ◽  
Author(s):  
Brizeida E. Mijares-Colmenares ◽  
William G. Masten ◽  
Joe R. Underwood
Keyword(s):  
Trait Anxiety ◽  
Effect Size ◽  
Creative Thinking ◽  
Junior High ◽  
Gifted Students ◽  
Junior High Students ◽  
Intellectually Gifted

This study assessed the effect of the Scamper technique on creative thinking and trait-anxiety of 27 junior high students. Effect size was large for flexibility and medium for trait anxiety which suggests Scamper may be useful to improve flexibility and reduce trait-anxiety.

Developmental and Sex Differences of Gifted Children's Perception of Liquid Horizontally

1981 ◽  
Vol 4 (2) ◽  
pp. 85-96 ◽  
Author(s):  
Ronald R. Kelly ◽  
Lee A. Witters
Keyword(s):  
Sex Differences ◽  
Junior High ◽  
Cognitive Task ◽  
Gifted Students ◽  
Frames Of Reference ◽  
Specific Training ◽  
Primary Level ◽  
Gifted Learners ◽  
Junior High Students ◽  
Normal Populations

Gifted students at both primary and junior high levels were examined for their ability to use external frames of reference, as measured by their perception and understanding of the principle that still water remains invariantly horizontal. Developmentally, the gifted appear to be similar to non-gifted normal populations in regard to both acquisition of this cognitive task and sex differences. Giftedness is evidently not sufficient to prevent sex differences from developing for this type of cognitive task. Moreover, specific training involving discussion of the task enabled the gifted primary level students to verbalize the rule or principle of liquid horizontality, but it did not influence their ability to apply it functionally. For the junior high students the training was sufficient to erase the sex differences on both the application and verbalization phases of the task. Potential instructional implications of these results are discussed for gifted learners.

Self-Actualization of Youth in a Summer Camp

2000 ◽  
Vol 87 (3) ◽  
pp. 729-730 ◽  
Author(s):  
Glenn F. Cartwright ◽  
Diana Tabatabai ◽  
Marie-Caroline Beaudoin ◽  
Loren Naidoo
Keyword(s):  
Sex Differences ◽  
Summer Camp ◽  
Gifted Students ◽  
The Self ◽  
Significant Difference ◽  
Self Actualization

The self-actualization scores of 57 youths who attended a summer day camp for gifted students were assessed using the Reflections Of Self by Youth (ROSY). Significant sex differences were confirmed. Contrary to Lewis's significant difference (1996) in mean self-actualization between Grades 7 and 8, self-actualization scores in this study were uncorrelated with grade.

Towards a Validation of Multiple Features in the Assessment of Emotions

1998 ◽  
Vol 14 (3) ◽  
pp. 202-210 ◽  
Author(s):  
Suzanne Skiffington ◽  
Ephrem Fernandez ◽  
Ken McFarland
Keyword(s):  
Factor Analysis ◽  
Pilot Study ◽  
Cognitive Appraisal ◽  
Negative Emotions ◽  
The Self ◽  
Factor Analyses ◽  
Data Set ◽  
Multiple Features ◽  
Action Tendency ◽  
Intensity Range

This study extends previous attempts to assess emotion with single adjective descriptors, by examining semantic as well as cognitive, motivational, and intensity features of emotions. The focus was on seven negative emotions common to several emotion typologies: anger, fear, sadness, shame, pity, jealousy, and contempt. For each of these emotions, seven items were generated corresponding to cognitive appraisal about the self, cognitive appraisal about the environment, action tendency, action fantasy, synonym, antonym, and intensity range of the emotion, respectively. A pilot study established that 48 of the 49 items were linked predominantly to the specific emotions as predicted. The main data set comprising 700 subjects' ratings of relatedness between items and emotions was subjected to a series of factor analyses, which revealed that 44 of the 49 items loaded on the emotion constructs as predicted. A final factor analysis of these items uncovered seven factors accounting for 39% of the variance. These emergent factors corresponded to the hypothesized emotion constructs, with the exception of anger and fear, which were somewhat confounded. These findings lay the groundwork for the construction of an instrument to assess emotions multicomponentially.

GRAMMATICAL ERROR IN WRITING DESCRIPTIVE TEXT AT SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL IN CIMAHI

2019 ◽  
Vol 2 (4) ◽  
pp. 501
Author(s):  
Kasini Kasini ◽  
Miftah Pusparaini
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Seventh Graders ◽  
Seventh Grade ◽  
Grammatical Error

The purpose of this research is to find the type of grammatical error in students’ writing descriptive text made by the seventh graders of junior high school in Cimahi.The population consists of five classes, and we took 20 students to be sample. The study found out that the types of grammatical error are: Omission, Addition,Misformation and Misordering. The total of each type of error are: Omission 39.34%, Misordering 28.68%, Addition 18.03%, and Misformation 13.93%. Based on the research, it can be assumed that students usually miss to put a word like to be must appear in a well-formed sentence. And the lowest frequently of error is misformation, it is because in descriptive text there are rarely use plural words.

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