Journal directory listing - Volume 63 (2018) - Journal of Research in Education Sciences【63(3)】september
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Double-Edged Sword: Different Learning Behavior Patterns for Junior High School Mathematics
Author: Chia-Cheng Chen (Teacher Education Center, National Taiwan University of Arts), Po-Lin Chen(Department of Applied Psychology, Hsuan Chuang University), Chao-Hsiang Hung(Department of Education, National Chengchi University), Jen-Hua Hsueh(Department of Educational Psychology and Counseling, National Taiwan Normal University)
Vol.&No.：Vol. 63, No.3
Date：September 2018
Pages：105-130
DOI：10.6209/JORIES.201809_63(3).0004
Abstract：
Some skilled students are deemed underachievers, even though they demonstrate adequate academic performances, because they fail to meet certain expectations. By contrast, some gifted students achieving below-average scores, but having performance capabilities exceeding their skill level, are labeled overachievers. These two categories representing student ability and effort have differences. This study investigated the profiles of underachievers and overachievers in junior high school mathematics by comparing variation patterns to build the foundation for future remedial education. Students from one junior high school were analyzed; the conclusions were as follows: (1) Of 3,530 participating students, 199 (5.6%), 143 (4.1%), 337 (9.5%), and 360 (10.2%) were low intelligence quotient (IQ) – overachievers, low IQ – underachievers, high IQ – overachievers, and high IQ – underachievers, respectively. (2) Perceived math competence and self-debilitating strategies were observed in high IQ – underachievers and low IQ – overachievers. (3) Finally, suggestions for teaching practices and future studies were proposed.
Keywords：learning behavior pattern, overachievement, perceived competence, test anxiety, underachievement
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| APA Format | Chen, C.- C., Chen, P,- L., Hung, C.- H., Hsueh, J.- H. (2018). Double-edged sword: different learning behavior patterns for junior high school mathematics. Journal of Research in Education Sciences, 63(3), 105-130. doi:10.6209/JORIES.201809_63(3).0004 |
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