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A Cross-Cultural Comparison of Academic Attitudes for Gifted Elementary and Middle School Students  

Moon, Jeong-Hwa (JEI University)
Van Eman, Linnea (Oklahoma State University)
Montgomery, Diane (Oklahoma State University)
Publication Information
Journal of Gifted/Talented Education / v.20, no.3, 2010 , pp. 867-883 More about this Journal
Abstract
Recognizing the importance of motivation, goal orientation, and attitudes toward schools is an important component for educators to consider as they establish positive learning communities for gifted learners. The purpose of this study was to describe attitudes toward school and self relationship to schoolwork for students who are enrolled in the 5th, 6th, and 7th grade, identified as gifted, accelerated in at least one subject (mathematics), and living in Korea or the United States. Comparisons were conducted for country of origin and gender for all subscales on the School Attitude Assessment Survey-Revised (McCoach & Siegle, 2004). Of the 507 participants (278 Korean and 229 American), girls scored higher on the motivation/self-regulation scale than boys and American students scored higher than Korean students on attitudes toward school, academic self perceptions, goal orientation, and motivation. There were no differences by country or gender on attitudes toward teachers.
Keywords
Academic attitudes; Motivation; Gifted students; Cross-cultural Comparison;
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