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The purpose of this study was to conduct quantitative non-experimental research to examine the perceived cognitive and motivational characteristics in math problem solving of high school students across gender in China. Participants of the study have been identified as academically gifted, creatively talented, and non-gifted in mathematics. Specifically, the study examined main and interaction effects of the type of giftedness and gender in students' perceived ability, effort expenditure, value, and self-efficacy in math problem solving situations. In addition, the study investigated predictive relationship between students' cognitive and motivational characteristics and math creativity, and the effects of family processes on math creativity. Descriptive statistics, multivariate analyses of variance (MANOVA), univariate analyses of variance (ANOVA), and Multiple Regressions Analyses were conducted to answer the research questions. The group and gender main effects were statistically significant in the multivariate analyses. Male students reported higher math ability scores than female students in the creatively talented group. The ANOVA indicated that group-gender interaction effect was found only in the math effort. Tests of simple effects for gender on math effort indicated female students put more math effort than male students in creatively talented group. Tests of simple effects for the group indicated that male students in academically gifted group had a higher mean effort score compared to male students in creatively talented group. Furthermore, the results of two-way ANOVA revealed statistically significant differences in students' math creativity among the three groups and across gender. Non-gifted students demonstrated lower scores on the math creative problem solving ability performance than the other two groups. Male students had a higher score than female students in math creativity. Finally, the multiple regression analysis for the math cognitive and motivational characteristics indicated the statistically significant contribution of students' math ability to students' math creativity, while the results of multiple regression analysis of family processes indicated that only parental support contributed to student's math creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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This study investigated the developmental trajectories of the Implicit Theories of Intelligence among gifted and non-gifted Filipino students. when students were grouped by giftedness. gender. grade level, and prior science academic achievement. The researcher also determined the predictive relationship between students' view of intelligence and IQ score, grade level, and prior science academic achievement when students were grouped according to giftedness. Students' implicit theories of intelligence were determined using Dweck's (2000) Implicit Theories of Intelligence Scale for Children (ITISC) and IQ score was measured by administering the Raven's Progressive Matrices. Archival data of students' scores in the science diagnostic and achievement assessments in the school year 2016-2017 were used to measure the students' prior science academic achievement. This study was conducted in two large elementary and secondary public schools in Compostela Valley Province. in the southern region of the Philippines. The participants were 1 72 grades 4-6 pupils and 182 grades 8-10 students. The data collected from the participants were analyzed through quantitative method using descriptive statistics. t-test, Pearson r correlation, Chi-square. and Stepwise multiple linear regression. Among the major findings were the following: there was no significant difference in the view of intelligence between the gifted and non-gifted students: both male and female groups consistently registered a higher degree of growth mindset: high school students tend to portray a higher degree of growth mindset compared to elementary pupils: students with above average science achievement demonstrated the highest degree of growth mindset while average science achievement students had a higher degree of growth mindset compared to those with below average science achievement: and view of intelligence was significantly predicted by grade level and prior science academic achievement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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