Adolescent Perception of Potential High-Performing Classmates: A Cross-National Exploration

This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories...

Full description

Saved in:
Bibliographic Details
Published in:Roeper review 2019-04, Vol.41 (2), p.88-101
Main Authors: Oh, Hyerim, Sutherland, Margaret, Stack, Niamh, Badia Martín, Mar, Blumen, Sheyla, Nguyen, Quoc Anh-Thu, Wormald, Catherine, Maakrun, Julie, Ziegler, Albert
Format: Article
Language:English
Subjects:
Academically Gifted
Adolescents
Cognitive Ability
Correlation
Cultural Differences
Foreign Countries
Gender Differences
Grade 10
Grade 7
High Achievement
high performing students
intellectual ability
Interpersonal Competence
Peer Acceptance
peer perception
popularity
positive social qualities
Secondary School Students
Student Attitudes
Student Characteristics
Students
Teenagers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories: intellectual ability, positive social qualities, and popularity. Across the five countries represented in this study, analyses of variance indicated that students did not report negative attitudes toward the three potential characteristics of a hypothetical gifted peer. Vietnamese students in particular reported more positive observations about the hypothetical classmate than their Australian, Peruvian, South Korean, and Spanish counterparts. Differing cross-national attitudes toward high-performing peers and the implications therein are discussed.
ISSN:0278-3193
1940-865X
DOI:10.1080/02783193.2019.1585398