Karen E. Ablard

Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender.

The relation between achievement and self-regulated learning (SRL) is more complex than originally believed. In this study, 222 seventh-grade students (53% boys) descnbed their use of SRL strategies and rated their achievement goals (mastery and performance). Students were high achievers, performing at or above the 97th percentile on an achievement test. However, they ranged widely in their use of SRL strategies, suggesting that SRL strategies are not necessary for high achievement. Reasons for variation in SRL were examined. Advanced reasoning was not related to SRL. Performance goal orientation was related to SRL only in conjunction with mastery goal orientation. Mastery goal orientation and gender were significantly related to SRL. As mastery goals increased, so did the use of SRL strategies. Girls reported greater use of SRL strategies (a) involving personal regulation or optimizing the environment and (b) when completing difficult homework or engaged in reading and writing.

Gender differences in academically talented young students' mathematical reasoning: Patterns across age and subskills.

When a sample of academically talented students in Grades 2-6 was given a test of mathematical reasoning ability, boys performed better overall than girls. The gender differences for mathematical ability appeared as early as 2nd grade in samples tested over a 7-year period but varied somewhat according to mathematical subskills. There were no substantial gender-related differences on tasks requiring students to identify whether enough information was provided to solve a task; however, boys performed better than girls on tasks requiring application of algebraic rules or algorithms, as well as on tasks in which the understanding of mathematical concepts and number relationships was required

Self-Perceptions and Needs as a Function of Type of Academic Ability and Gender.

Negative self‐perceptions and feelings that one is different make academically talented students at risk for social problems and underachievement. One‐hundred seventy‐four academically talented eighth grade students (47% males) completed the Multidimensional Self‐Concept Scale and the Adjective Check List. Relative to a normative group of adolescents, these students had significantly higher academic self‐concepts but similar social self‐concepts. Academically talented females had stronger needs for achievement, dominance, and endurance, but weaker needs for succorance and abasement than a normative group of females. Students were grouped by their SAT Math and Verbal scores: Moderate Math/ Moderate Verbal, Moderate Math/ High Verbal, High Math/Moderate Verbal, and High Math/ High Verbal. High verbal students had weaker needs to be nurturant and had less interest in relationships with opposite‐gender persons than students moderate in math and verbal areas. High verbal students may be at greater risk for soc...

The raven's progressive matrices: Its usefulness for identifying gifted/talented students

(1993). The ravens progressive matrices: Its usefulness for identifying gifted/talented students. Roeper Review: Vol. 15, Longitudinal Studies in Gifted Education, pp. 183-186.

Achievement Goals and Implicit Theories of Intelligence among Academically Talented Students

Academically talented students vary in their reasons for achievement, variation that may provide insight into differences in achievement-related behaviors (e.g., effort and avoidance of challenge) and future underachievement. There were 425 students (at or above the 97th percentile) who completed questions assessing achievement goals and personal beliefs about intelligence. Students ranged widely in learning goals that focus on understanding material and performance goals that focus on doing better than others. As learning goals became stronger, so did beliefs that intelligence can increase via effort. Of all students, 4.4% embraced performance goals and had low confidence in their intellectual ability, a combination of beliefs that can place them at risk for later underachievement.

Credit and Placement for Academically Talented Students following Special Summer Courses in Math and Science

After participating in a three-week individually paced precalculus or fast-paced science course, 892 academically talented students were surveyed about academic credit and/or course placement for their independent work. The majority of students discussed credit/placement with their schools, especially those who had taken the course with the intent to accelerate in their school program. Discussion for science (but not math) students was related to type of school, grade level, SAT scores, and gender. The majority of students who discussed credit/placement received one or the other, or both, with higher awards for placement than credit. Science students with higher math and verbal SAT scores were more likely to receive placement, and females who took math courses were less likely to receive credit than male math students. As current educational reforms are being examined, educational resources that are available outside of schools for special populations should be considered.

Evaluating Abridged Versions of the Raven's Advanced Progressive Matrices for Identifying Students with Academic Talent:

The Ravens Advanced Progressive Matrices (APM) has been recommended as a useful measure for identifying academic potential. Several abridged versions of the test, including Set I, have been developed as shorter screening instruments, but they await systematic evaluation. Two hundred twenty-one academically talented students (62% males), who ranged from fifth to ninth grades, completed the APM Set I and Set II. In addition, two short forms of the APM were derived using a technique described by Arthur and Day (1994). Both of these short forms had psychometric properties that were superior to those of Set I of the APM and were correlated more strongly with the full APM than Set I. The psychometric properties of the derived short forms were examined with an independent sample of students (n = 247) and found to be comparable. In addition, scores from these short forms were correlated significantly (but moderately) with independent reasoning assessments used to identify academic talent. With appropriate caution, short forms of the APM may be a reasonable alternative to the full test as a quick screening measure for identifying potentially talented students.