Attributional choices for academic success and failure by intellectually gifted students

被引：14

作者：

Assouline, Susan G. ^{[1
]}

Colangelo, Nicholas ^{[1
]}

Ihrig, Damien ^{[1
]}

Forstadt, Leslie ^{[1
]}

机构：

[1] Univ Iowa, Connie Belin & Jacqueline N Blank Ctr Gifted Educ, Iowa City, IA 52242 USA

来源：

GIFTED CHILD QUARTERLY | 2006年 / 50卷 / 04期

关键词：

D O I：

10.1177/001698620605000402

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study emerges from the lack of empirical research on the gifted students' attributions about acedemic success and failure in multiple subject areas and school in general. We explore differences in top attributional choices between boys and girls for success and failure in general acedemic, language arts, science, and mathematics. Gifted students were more likely to attribute failure to not working hard enough (long-term effort), rather than to not being smart (ability). Sex differences were found in attributional choices for genmeral academics, science, mathematics, and language arts. The findings counter some popular theoretica expectations of gifted students' attributional choicescfor success and failure in their acdemic performance.

引用

页码：283 / 294

页数：12

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