The purpose of this research is to examine the relationship between mastery goals, performance goals, metacognition and academic success in high school gifted high achievers, gifted low achievers and typical students in order to improve learning tactics for students and encourage effective teaching practices by teachers. Some researchers in the field of gifted education have hypothesized that gifted individuals are distinct of their typical peers because they think like experts and acquire expertise at a more rapid rate than typical students. The present study wants to test the hypothesis that the gifted students high achievers outperform gifted low achievers and typical students in test scores that measure metacognition, achievement orientation and academic success. A group of 400 high school students completed the APM- Set II (Raven, 1962) as a measure of general ability and the Metacognitive Awarness Inventory. They also completed the 3x2 Achievement Goal Questionnaire. Their marks in school were collected and, through the intersection of all data was selected a final sample of 56 students, divided in four groups of 14 students each: gifted high achievers, gifted low achievers, typical students high achievers and typical students low achievers. An analysis of variance was performed to highlight differences between the four groups.
Keywords: Metacognition, achievement orientation, giftedness, test MAI, "3x2" Achievement Goal Questionnaire.
Angela Beretta, Maria Assunta Zanetti, Roberta Renati, Metacognition, achievement orientation and academic success in high school gifted students in "RICERCHE DI PSICOLOGIA " 2/2013, pp. 353-370, DOI:10.3280/RIP2013-002008