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).
The goal of this research is to know and compare the emotions and reactions to confinement due to the COVID-19 pandemic in children and adolescents with high abilities and community samples. This is ...a mixed study with an exploratory reach that is descriptive, and which combines survey and qualitative methodologies to examine the emotions and reactions to confinement experiences of children and adolescents aged between 5 and 14 years. An online poll was designed with 46 questions, grouped into three sections: (1) General Data, (2) Reactions to the health contingencies of COVID-19, and (3) Positive and negative emotions. This last section was included the Oros' positive emotions questionnaire (2014) and the scales of the negative effect of the PANAS Schedule positive and negative affect on children and adolescents between 8 and 14 years old (Sandin, 2003). Data were collected online with a convenience sample. Quantitative data were analyzed with the SPSS statistics program and qualitative data with Alceste software. Among the main findings is the fact that there are no significant differences between the groups by ability in terms of reactions and emotions; however, there are differences between age groups and sex. The study discusses the implications for educational intervention in situations like the current pandemic.
Competent mathematics teachers who have knowledge of gifted students' needs can challenge them in math and prevent boredom and possible underachievement. This retrospective study explores how ...Norwegian gifted students perceive their earlier teachers' mathematical competency, as well as their reflections about boredom in school. The data were collected through qualitative semistructured interviews with 11 mathematically gifted students who participated in accelerated classes throughout school. The informants ranged in age from 16 to 19 years and were asked about how they experienced their math classes, teachers, and social aspects. The results indicate that students view their teachers as having less mathematical knowledge in earlier school than in later years and that teachers' mathematical knowledge might affect whether they are able to challenge and identify students who are gifted in mathematics.
Coding tools that use blocks to create programs are popular among kids and play a key role in learning how to code. The effectiveness of the coding courses that are available nowadays depends on how ...well the tools match the students’ needs. The aim of this study is to reveal the impact of digital game design supported coding education with Scratch on gifted students' Scratch academic achievement and self-efficacy. The research was conducted with one-group pre-test post-test experimental design. The sample of the study consists of 40 3rd grade gifted students studying at a Science and Art Center in Türkiye. Scratch achievement test and Scratch self-efficacy scale were used as pre-test and post-test before and after the training. The data of the study were analyzed with dependent groups t-test. Post-test scores of the students obtained from Scratch achievement and self-efficacy scale showed a statistically significant increases compared to the pre-test scores. It was revealed that digital game design supported education contributed positively to students' Scratch achievement and self-efficacy in coding.
The purpose of the study was to examine the most critical dimensions of summer enrichment programs (SEPs) for gifted students. The researchers conducted the study in Saudi Arabia with students from ...grades nine to 11 at a gifted summer program in a public university. The total number of students was 172 gifted students (62 female and 110 male). The study was guided by two research questions, and a 43-item survey was used to collect the data. The authors used correlation, t-test, and multiple linear regression for data analysis. They found that psycho-social skills, logistics, and science content dimensions were correlated significantly with students' overall satisfaction in SEPs. The researchers found that nearly 27% of the variance was attributed to the psycho-social skills program dimension, while the logistics dimension accounted for 24%; the science content dimension accounted for 21% of students' satisfaction. The researchers found that, for male students, the logistics dimension was the highest contributing dimension to satisfaction, while the science dimension was the highest for female students. No significant differences were found between the gender on overall satisfaction and the psycho-social skills dimension. The authors encourage other researchers to examine these dimensions with students in different settings and types of gifted programs.
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