Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

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Title: Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students
Authors: Castejón, Juan Luis | Gilar-Corbi, Raquel | Veas, Alejandro | Miñano, Pablo
Research Group/s: Habilidades, Competencias e Instrucción | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Underachievement | Overachievement | Identification | Individual variables | Differential characteristics
Knowledge Area: Psicología Evolutiva y de la Educación
Issue Date: 27-Sep-2016
Publisher: Frontiers Media
Citation: Frontiers in Physiology. 2016, 7:1438. doi:10.3389/fpsyg.2016.01438
Abstract: The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications.
Sponsor: The present work was supported by the Spanish Ministry of Economy and competitiveness (Award number: EDU2012-32156) and the Vice Chancellor for Research of the University of Alicante (Award number: GRE11-15). The third author is funded by the Spanish Ministry of Economy and Competitiveness (Reference of the grant: BES-2013-064331).
URI: http://hdl.handle.net/10045/58332
ISSN: 1664-1078
DOI: 10.3389/fpsyg.2016.01438
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2016 Castejón, Gilar, Veas and Miñano. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Peer Review: si
Publisher version: http://dx.doi.org/10.3389/fpsyg.2016.01438
Appears in Collections:INV - SOCEDU - Artículos de Revistas
INV - Habilidades, Competencias e Instrucción - Artículos de Revistas

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