Self-efficacy is a major motivational factor that explains the effectiveness of people's functioning alongside cognitive and personality characteristics. However, our knowledge regarding ...self-efficacy among gifted students is underdeveloped. Therefore, in this meta-analysis, we examined the difference in self-efficacy between gifted and non-gifted students. In total, 25 studies (m = 70; N = 42,736) were analyzed using a three-level meta-analytical approach. The unconditional model revealed the overall mean effect size was g = 0.54, SE = 0.107, 95 % CI 0.326, 0.747, p < .001, which indicates that gifted students had moderately higher self-efficacy than their non-gifted peers. However, we observed symptoms of publication bias and small-study effects. After correcting for these effects, the mean effect size was estimated as g = 0.26, SE = 0.109, 95 % CI 0.047, 0.476, p = .032, thus indicating a small to moderate difference between the groups. Moderator analyses showed that the self-efficacy domains (academic and socio-emotional), sex, and age moderated the overall effect size obtained, while culture (East vs. West) and the general, mathematical, and verbal self-efficacy domains did not significantly differentiate the obtained effects. These findings support an argument against exaggerations of differences between gifted students and their non-gifted peers.
•A meta-analysis clarifying self-efficacy in gifted versus nongifted students•Analyzes variations in effect size by culture, sex, age, and self-efficacy domain•Gifted students had moderately higher self-efficacy than nongifted students.•Sex, age, and self-efficacy domains were significant moderators in the current study.
O presente artigo deriva de uma pesquisa qualitativa de cunho propositivo que busca levantar questões relacionadas à diferenciação e os atendimentos voltados para estudantes com Altas Habilidades ou ...Superdotação, à luz da educação matemática crítica. Para tal, é necessário compreender a definição, características, dificuldades e necessidades educacionais dos educandos com altas habilidades. Dentre estas necessidades estão o estímulo intelectual, o contato com pares, menos tempo em espera e desafios à altura de seu nível cognitivo, fatores que implicam na premência da provisão de atendimento. A educação matemática tem grande impacto no resultado desse atendimento, pois participa da efetivação de ações de enriquecimento, aceleração e diferenciação que são direcionadas para os alunos superdotados. Nesse contexto, a partir dos conceitos de ‘empowerment’ e ‘disempowerment’ descritos por Skovsmose, discute-se o processo de diferenciação para compreender se ele implica no desempoderamento de certas comunidades, em especial de alunos não superdotados. Sendo a diferenciação um processo necessário para atender as necessidades dos educandos com Altas Habilidades, ela não pode ser rapidamente descartada como sendo discriminação por habilidades. Há, entretanto, atitudes e aspectos desse processo que são capazes de levar a formas de discriminação. Esta reflexão é necessária para compreender a interseccionalidade entre a educação de superdotados e a educação matemática crítica e fundamentar o trabalho dos educadores matemáticos, avançando a Educação Inclusiva e Especial.
Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K-12 students' academic achievement. Outcomes of 13 ability ...grouping meta-analyses showed that students benefitedfrom within-class grouping (0.19≤g≤0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.3 7), but did not benefitfrom between-class grouping (0.04≤g≤0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their nonaccelerated same-age peers (g = 0.70) but did not differ significantly from nonaccelerated older peers (g = 0.09). Three other meta-analyses that aggregated outcomes across specific forms of acceleration found that acceleration appeared to have a positive, moderate, and statistically significant impact on students' academic achievement (g = 0.42).
Escrito num tom vigoroso e em cores dinâmicas, este livro não é apenas mais um livro sobre o desenvolvimento social, emocional e criativo dos dotados, mas um conjunto de pontos de vista atentos e ...teoricamente fundamentados através dos quais podemos olhar para este tema apaixonante de uma forma diferente.
This study examines the relationship between psychological adaptation and the problem-solving skills of gifted students at the intermediate school stage in Saudi Arabia to determine the difference in ...the level of influence according to gender and grade. The study involved a random sample of 187 gifted students, whose responses were received through an online questionnaire. This quantitative study used a T-test, one-way analysis of variance, two-way analysis of variance and regression analysis. The findings indicated a positive effect of psychological adaptation on all dimensions of problem-solving skills. In addition, substantial differences were observed between males and females in the four dimensions of psychological adaptation. The results also showed no differences between males and females regarding the problem-solving skill dimensions of problem definition and decision making. However, there were significant differences between the remaining dimensions and the total general dimension of problem-solving skills. The study recommends that psychological aspects be included as the core and cognitive objectives when planning care programmes for the gifted, intensifying the role of psychosocial counselling and rehabilitation programmes for teachers and educational mentors.
