The predictive value of self-regulation to predict the underachievement of gifted preadolescent students

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dc.contributor Powell, Nicole P.
dc.contributor Robinson, Cecil D.
dc.contributor Britnell, Heather B.
dc.contributor Tomek, Sara
dc.contributor.advisor Burnham, Joy J. Brown, Brittney 2018-01-19T19:38:24Z 2018-01-19T19:38:24Z 2017
dc.identifier.other u0015_0000001_0002779
dc.identifier.other Brown_alatus_0004D_13131
dc.description Electronic Thesis or Dissertation
dc.description.abstract The relationship between self-regulation and achievement has been identified. The literature suggests, students with high levels of self-regulation have higher academic achievement. However, less is known about gifted students’ self-regulation, although it is widely accepted that underachievement is an issue facing the gifted school-aged population (National Association for Gifted Children (NAGC), 2000). Underachievement is a problem and self-regulation and underachievement are related (Stoeger & Ziegler, 2005). Self-regulation studies have been inconsistent in that higher levels of self-regulation and lower levels of self-regulation among gifted students have been reported (Stoeger & Ziegler, 2005). A number of studies have examined self-regulation in the gifted adolescent population few have examined the preadolescent population. Most studies compare levels of self-regulation in gifted students to their non-gifted counterparts. In an attempt to broaden the research on self-regulation in gifted students, this study investigated underachievement in preadolescent gifted students receiving special education services in public schools while regarding potential predictor variables gender and self-regulation. Survey data were collected from 114 gifted students in Grades 4 to 6 and their teachers in two different school districts. The study used the School Attitude Assessment Revised (SAAS-R) (McCoach & Seigle, 2003) and the Comprehensive Executive Functioning Inventory (CEFI) (Naglieri & Goldstein, 2013). The SAAS-R measures students’ attitudes toward school/teachers, goal valuation, motivation/self-regulation, and general academic self-perceptions. The CEFI measures the level of executive functioning across nine subscales: attention, emotional regulation, flexibility, inhibitory control, initiation, organization, planning, self-monitoring, and working memory. No significant differences were found between race and gender on the dependent variable of self-regulation indicating the effects of self-regulation are dissimilar based on race and gender. The regression models yielded significant results on the predictors reading and math achievement. Reading and math achievement significantly predicted self-regulation. There was not a significant difference on reported levels of self-regulation based on grade level. Implications from this study suggest that practitioners should consider the impact of self-regulation on achievement and implement strategies to enhance self-regulation in the classroom. Additionally, gender, grade level, and racial difference in achievement and self-regulation should be acknowledged and factors to remediate them should be implemented.
dc.format.extent 104 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Social psychology
dc.title The predictive value of self-regulation to predict the underachievement of gifted preadolescent students
dc.type thesis
dc.type text University of Alabama. Dept. of Educational Studies in Psychology, Research Methodology, and Counseling School Psychology The University of Alabama doctoral Ed.D.

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