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Gifted students' achievement in Natural Sciences: a modeling study.

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Title: Gifted students' achievement in Natural Sciences: a modeling study.
Authors: Eva, Nur1 nur.eva.fppsi@um.ac.id, Tairas, Mareyke M. W.1 mareyke.tairas@psikologi.unair.ac.id, Alsa, Asmadi1 asmalsa@ugm.ac.id
Source: Journal of Gifted Education & Creativity. Jun2022, Vol. 9 Issue 2, p203-218. 16p.
Subject Terms: *Teacher-student relationships, Natural history, Partial least squares regression, Social context, Structural equation modeling
Abstract: The purpose of this study is to empirically analyze the effect of father involvement, mother involvement, teacher-student interaction, and peer support on achievement in natural science of gifted students with self-regulated learning as a mediator. The subjects of this study were 45 gifted students with a minimum IQ of 130 (WISC-IV) who studied at the junior high school level. Data were collected from the father involvement scale, mother involvement scale, peer support scale, teacher-student interaction scale, and achievement test in natural science of gifted students developed by the researcher. The analysis was then conducted using Structural Equation Model with Partial Least Square (PLS). The results of the path analysis show that: Teacher-student interactions and peer support have affects the achievement in natural science of gifted students, while the father's and mother's involvement do not affect the achievements in natural science of gifted students. Teacher-student interactions and mother's involvement have effects on self-regulated learning, while father's involvement and peer support have no effects on self-regulated learning. The achievement in natural science of gifted students is not influenced by selfregulated learning. Thus, self-regulated learning is not a mediator variable between social environmental factors and achievement in natural science of gifted students. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Gifted Education & Creativity is the property of Journal of Gifted Education and Creativity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 158330154
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Gifted students' achievement in Natural Sciences: a modeling study.
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  Data: <searchLink fieldCode="AR" term="%22Eva%2C+Nur%22">Eva, Nur</searchLink><relatesTo>1</relatesTo><i> nur.eva.fppsi@um.ac.id</i><br /><searchLink fieldCode="AR" term="%22Tairas%2C+Mareyke+M%2E+W%2E%22">Tairas, Mareyke M. W.</searchLink><relatesTo>1</relatesTo><i> mareyke.tairas@psikologi.unair.ac.id</i><br /><searchLink fieldCode="AR" term="%22Alsa%2C+Asmadi%22">Alsa, Asmadi</searchLink><relatesTo>1</relatesTo><i> asmalsa@ugm.ac.id</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Gifted+Education+%26+Creativity%22">Journal of Gifted Education & Creativity</searchLink>. Jun2022, Vol. 9 Issue 2, p203-218. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+history%22">Natural history</searchLink><br /><searchLink fieldCode="DE" term="%22Partial+least+squares+regression%22">Partial least squares regression</searchLink><br /><searchLink fieldCode="DE" term="%22Social+context%22">Social context</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study is to empirically analyze the effect of father involvement, mother involvement, teacher-student interaction, and peer support on achievement in natural science of gifted students with self-regulated learning as a mediator. The subjects of this study were 45 gifted students with a minimum IQ of 130 (WISC-IV) who studied at the junior high school level. Data were collected from the father involvement scale, mother involvement scale, peer support scale, teacher-student interaction scale, and achievement test in natural science of gifted students developed by the researcher. The analysis was then conducted using Structural Equation Model with Partial Least Square (PLS). The results of the path analysis show that: Teacher-student interactions and peer support have affects the achievement in natural science of gifted students, while the father's and mother's involvement do not affect the achievements in natural science of gifted students. Teacher-student interactions and mother's involvement have effects on self-regulated learning, while father's involvement and peer support have no effects on self-regulated learning. The achievement in natural science of gifted students is not influenced by selfregulated learning. Thus, self-regulated learning is not a mediator variable between social environmental factors and achievement in natural science of gifted students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Journal of Gifted Education & Creativity is the property of Journal of Gifted Education and Creativity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 203
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      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Natural history
        Type: general
      – SubjectFull: Partial least squares regression
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      – SubjectFull: Social context
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      – SubjectFull: Structural equation modeling
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      – TitleFull: Gifted students' achievement in Natural Sciences: a modeling study.
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            NameFull: Eva, Nur
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            NameFull: Tairas, Mareyke M. W.
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            NameFull: Alsa, Asmadi
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            – D: 01
              M: 06
              Text: Jun2022
              Type: published
              Y: 2022
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