Click here to download

Metacognition, achievement orientation and academic success in high school gifted students
Journal Title: RICERCHE DI PSICOLOGIA  
Author/s: Angela Beretta, Maria Assunta Zanetti, Roberta Renati 
Year:  2013 Issue: Language: Italian 
Pages:  18 Pg. 353-370 FullText PDF:  393 KB
DOI:  10.3280/RIP2013-002008
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 


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.

  1. Ames, C. (1992a). Achievement goals and the classroom motivational climate. In J. Meece & D.H. Schunk (Eds.), Student’s perception in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
  2. Ames, C. (1992b). Achievement goals, motivational climate and motivational processes. In G.C. Roberts (Ed.), Motivation in sport and exercise (pp. 161- 176). Champaign, IL: Human Kinetics Books.
  3. Ames, C. (1992c). Classroom: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  4. Brown, A. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanism. In F. Weinert & R. Kluwer (Eds.), Metacogntion, motivation and understanding (pp. 65-116). Hillsdale: Erlbaum.
  5. Carr, M., & Taasoobshirazi, G. (2008). Metacognition in the gifted: Connections to expertise. In M.F. Shaughnessy, M.V.J. Veenman, & C. Kleyn-Kennedy (Eds.), Metacognition: A recent review of research, theory, and perspectives (pp. 109-125). Hauppauge, NY: NOVA.
  6. Church, M.A., Elliot, A.J., & Gable, S.L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43-54.
  7. Clinkenbeard, P.R. (2012). Motivation and gifted students: implications of theory and research. Psychology in the schools, 49(7), 622-630.
  8. Coutinho, S.A. (2007) The relationship between goals, metacognition, and academic success. Educate, 7, 1, 39-47.
  9. De Beni, R., & Moe, A. (2000). Motivazione e apprendimento. Bologna: il Mulino.
  10. Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
  11. Dweck, C., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  12. Dweck, C.S. (2012). Mindset and malleable minds: Implications for giftedness and talent. In R. Subotnik, A. Robinson, C. Callahan, P. Johnson, & E.J. Gubbins (Eds.), Malleable minds: Translating insights from psychology and neurosciences to gifted education (pp. 7-18). Storrs: National Research Center on the Gifted and Talented, University of Connecticut.
  13. Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  14. Elliot, A.J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100,613-628., DOI: 10.1037/0022-0663.100.3.613
  15. Elliot, A.J., Murayama, K., & Pekrun, R. (2011). A 3x2 achievement goal model. Journal of Educational Psychology, 103, 632-648.
  16. Elliot, E.S., & Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12., DOI: 10.1037/0022-3514.54.1.5
  17. Elliot, E.S., & Harackiewicz, J.M. (1996) Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70, 461-475.
  18. Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
  19. Harackiewicz, J.M., Barron, K.E., Tauer, J.M., & Elliot, A.J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
  20. Kruger, J., & Dunning, D. (1999). Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments. Journal of Personality and Social Psychology, 77(6), 1121-34., DOI: 10.1037/0022-3514.77.6.1121
  21. Nicholls, J.G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  22. Iacobs, J.E., & Paris, S.G. (1987). Children’s metacognition about reading: issues in definition, measurement and instruction. Educational Psychologist, 22, 255-278.
  23. Jausovec, N. (1998). Are gifted individuals less chaotic thinkers ? Personality and Individual Differences. 25(2), 253 267., DOI: 10.1016/S0191-8869(98)00039-7
  24. Parker, W.D. (1997). An empirical typology of perfectionism in academically talented children. American Educational Research Journal, 34, 545-562.
  25. Parker, W.D. (2002). Perfectionism and adjustment in gifted children. In G.L. Flett, P.L. Hewitt, G.L. Flett, & P.L. Hewitt (Eds.), Perfectionism: Theory, research, and treatment (pp. 133-148). Washington, DC: American Psychological Association., DOI: 10.1037/10458-005
  26. Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
  27. Raven, J.C. (1962). Advanced progressive matrices, set II. San Antonio, TX: Psychological Corporation.
  28. Schraw, G. (2001). Promoting general metacognitive awareness. In H.J. Hartman (Ed.), Metacognition learning and instruction (pp. 3-16). USA: Kluwer Academic Publisher.
  29. Schraw, G., & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
  30. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
  31. Schunk, D.H., Pintrich, P.R., & Meece, M.L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson.
  32. Snyder, K.E., Nietfeld, J.L., & Linnenbrink-Garcia, L. (2011). Giftedness and metacognition: A short-term longitudinal investigation of metacognitive monitoring in the classroom. Gifted Child Quarterly, 55, 181-193.
  33. Urdan, T. (1997). Achievement goals and the orientation of friends toward school in early adolescence. Contemporary Educational Psychology, 22, 165-191.
  34. Vrugt, A., & Oort, F.J. (2008). Metacognition, achievement goals, study strategies and academic achievement. Metacognition and Learning, 30, 123-146.

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

   

FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content