期刊名称：Drustvena istrazivanja. Journal for General Social Issues
印刷版ISSN：1330-0288
出版年度：2003
卷号：12
期号：5 (67)
页码：679-702
出版社：Institute of Social Sciences IVO PILAR
摘要：The aim of this study was to examine whether intellectually gifted high school students differ from their non-gifted peers regarding academic achievement, perfectionism, test anxiety and academic self-concept, and to establish significant predictors of academic achievement. Second and third grade students (N = 364) from two high schools in Rijeka were participants in the study. Their intellectual abilities were tested with an intelligence test (Kulenovi} & @ebec, 1998). Subjects also completed an adapted version of Academic self-concept questionnaire (Grgin & Lackovi}-Grgin, 1989a) and Test anxiety scale (Koli}-Vehovec, 1988). An adapted version of the Multidimensional Perfectionism Scale (Frost et al., 1990) was selected to measure perfectionism. Analysis indicated that the scale measures four aspects of perfectionism: Neurotic perfectionism, Organisation, Parental pressure and Personal standards. The results showed that gifted high school students did not accomplish higher academic achievements than their non-gifted peers. There were no differences between those two groups regarding perfectionism and academic self-concept. However, gifted students demonstrated lower levels of test anxiety. Academically successful high school students, regardless of giftedness, endorsed higher personal standards and developed more positive general academic and scientific self-concept than less successful ones. None of the examined variables is significantly related to academic achievement of gifted students. Intellectual abilities and academic self- -concept are significant predictors of academic achievement of non-gifted students.
