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To Be or Not to Be (Challenged), That Is the Question: Task and Ego Orientations Among High-Ability, High-Achieving Adolescents.

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Title: To Be or Not to Be (Challenged), That Is the Question: Task and Ego Orientations Among High-Ability, High-Achieving Adolescents.
Authors: Dai, David Yun
Source: Journal of Experimental Education. Summer2000, Vol. 68 Issue 4, p311. 20p. 3 Charts.
Subjects: Goal (Psychology), Teenagers
Abstract: ABSTRACT. The relevance and significance of goal-orientation theories to high-ability, high-achieving adolescents were studied. A questionnaire was administered to 158 adolescents who attended summer residential programs for the gifted. The author used confirmatory factor analysis to assess the discriminant validity of goal constructs and structural equation modeling to test the major hypothesis that task and ego orientations influence the learner's task choice and persistence. The results of the study showed that this group of adolescents, despite having achieved high levels of success in school, were not free from ego concerns, including fear of failure and of not living up to the high expectations of peers and teachers. The results also indicated that ego orientations may be more detrimental to achievement motivation for girls than for boys. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: To Be or Not to Be (Challenged), That Is the Question: Task and Ego Orientations Among High-Ability, High-Achieving Adolescents.
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  Data: ABSTRACT. The relevance and significance of goal-orientation theories to high-ability, high-achieving adolescents were studied. A questionnaire was administered to 158 adolescents who attended summer residential programs for the gifted. The author used confirmatory factor analysis to assess the discriminant validity of goal constructs and structural equation modeling to test the major hypothesis that task and ego orientations influence the learner's task choice and persistence. The results of the study showed that this group of adolescents, despite having achieved high levels of success in school, were not free from ego concerns, including fear of failure and of not living up to the high expectations of peers and teachers. The results also indicated that ego orientations may be more detrimental to achievement motivation for girls than for boys. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd 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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        Value: 10.1080/00220970009600641
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      – Code: eng
        Text: English
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        PageCount: 20
        StartPage: 311
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      – SubjectFull: Goal (Psychology)
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      – TitleFull: To Be or Not to Be (Challenged), That Is the Question: Task and Ego Orientations Among High-Ability, High-Achieving Adolescents.
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              Text: Summer2000
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