”Jag känner aldrig att jag får blomma.” En tvärsnittsstudie för att jämföra särskilt begåvade gymnasieelevers upplevelse av skolan jämfört med normalbegåvade gymnasieelevers upplevelse
(2019) PSPR14 20182Department of Psychology
- Abstract
- The aim of this study was to examine how gifted high school students rated their academic self-perception, attitude toward teachers, attitude toward school, goal valuation and motivation compared to a control group consisting of non-gifted high school students. A comparison between sexes was also made to examine whether they differed or not. The study also examined if any of the gifted students had accelerated by moving up one or more classes, and their experience of this. The survey was inspired by the School Attitude Assessment Survey-Revised (SAAS-R). A total of 133 students were included, of which 62 were gifted and 71 were non-gifted. The results showed that the gifted students scored significantly higher on the self-perception scale... (More)
- The aim of this study was to examine how gifted high school students rated their academic self-perception, attitude toward teachers, attitude toward school, goal valuation and motivation compared to a control group consisting of non-gifted high school students. A comparison between sexes was also made to examine whether they differed or not. The study also examined if any of the gifted students had accelerated by moving up one or more classes, and their experience of this. The survey was inspired by the School Attitude Assessment Survey-Revised (SAAS-R). A total of 133 students were included, of which 62 were gifted and 71 were non-gifted. The results showed that the gifted students scored significantly higher on the self-perception scale than non-gifted and significantly lower on the motivation scale. Girls scored significantly lower than boys on the self-perception scale and significantly higher on the motivation scale. These findings are consistent with the results from previous studies. Only eight of the 62 gifted students had moved up one or more classes. The majority (n=5) saw it as a positive experience. The conclusion was that there are significant differences between gifted and non-gifted high school students, but further research is needed to investigate these findings deeper. (Less)
- Abstract (Swedish)
- Syftet med studien var att undersöka hur särskilt begåvade gymnasieelever skattade sin självkänsla, attityd mot lärare, attityd mot skolan, målvärdering samt motivation jämfört med en jämförelsegrupp bestående av normalbegåvade gymnasieelever. En jämförelse gjordes även mellan könen för att se om det förelåg några skillnader. Dessutom undersöktes om några av de särskilt begåvade gymnasieeleverna blivit uppflyttade en eller flera årskurser under sin skoltid och hur de i så fall upplevt det. Undersökningen utfördes med en enkät som inspirerats av School Attitude Assessment Survey-Revised (SAAS-R). Sammanlagt deltog 133 gymnasieelever i undersökningen, av dessa var 62 särskilt begåvade och 71 ingick i jämförelsegruppen. Resultatet visade att... (More)
- Syftet med studien var att undersöka hur särskilt begåvade gymnasieelever skattade sin självkänsla, attityd mot lärare, attityd mot skolan, målvärdering samt motivation jämfört med en jämförelsegrupp bestående av normalbegåvade gymnasieelever. En jämförelse gjordes även mellan könen för att se om det förelåg några skillnader. Dessutom undersöktes om några av de särskilt begåvade gymnasieeleverna blivit uppflyttade en eller flera årskurser under sin skoltid och hur de i så fall upplevt det. Undersökningen utfördes med en enkät som inspirerats av School Attitude Assessment Survey-Revised (SAAS-R). Sammanlagt deltog 133 gymnasieelever i undersökningen, av dessa var 62 särskilt begåvade och 71 ingick i jämförelsegruppen. Resultatet visade att de särskilt begåvade gymnasieeleverna skattade signifikant högre på självkänsla än jämförelsegruppen och signifikant lägre på motivation jämfört med jämförelsegruppen. Flickor skattade signifikant lägre på självkänsla än pojkar, medan de skattade signifikant högre på motivation. Dessa fynd stämmer väl överens med tidigare forskning. När det gällde uppflyttning var det endast åtta av 62 elever som blivit uppflyttade. Av dessa upplevde majoriteten (n=5) det som något positivt. Slutsatsen är att det finns signifikanta skillnader mellan särskilt begåvade gymnasieelever och jämförelsegruppen, men att det behövs mer forskning för att ytterligare utforska dessa skillnader. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8969557
- author
- Glad, Anette LU
- supervisor
-
- Elinor Schad LU
- organization
- course
- PSPR14 20182
- year
- 2019
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- attityd mot lärare, attityd mot skolan, gymnasieelever, motivation, målvärdering, SAAS-R, självkänsla, särskilt begåvade
- language
- Swedish
- id
- 8969557
- date added to LUP
- 2019-02-07 09:40:10
- date last changed
- 2019-02-07 09:40:10
@misc{8969557,
abstract = {{The aim of this study was to examine how gifted high school students rated their academic self-perception, attitude toward teachers, attitude toward school, goal valuation and motivation compared to a control group consisting of non-gifted high school students. A comparison between sexes was also made to examine whether they differed or not. The study also examined if any of the gifted students had accelerated by moving up one or more classes, and their experience of this. The survey was inspired by the School Attitude Assessment Survey-Revised (SAAS-R). A total of 133 students were included, of which 62 were gifted and 71 were non-gifted. The results showed that the gifted students scored significantly higher on the self-perception scale than non-gifted and significantly lower on the motivation scale. Girls scored significantly lower than boys on the self-perception scale and significantly higher on the motivation scale. These findings are consistent with the results from previous studies. Only eight of the 62 gifted students had moved up one or more classes. The majority (n=5) saw it as a positive experience. The conclusion was that there are significant differences between gifted and non-gifted high school students, but further research is needed to investigate these findings deeper.}},
author = {{Glad, Anette}},
language = {{swe}},
note = {{Student Paper}},
title = {{”Jag känner aldrig att jag får blomma.” En tvärsnittsstudie för att jämföra särskilt begåvade gymnasieelevers upplevelse av skolan jämfört med normalbegåvade gymnasieelevers upplevelse}},
year = {{2019}},
}