Closing Poverty-Based Excellence Gaps: Supports for Gifted Students from Low-Income Households as Correlates of Academic Achievement

Autor/inn/en	Ayoub, Alaa Eldin A.; Abdulla Alabbasi, Ahmed M.; Plucker, Jonathan A.
Titel	Closing Poverty-Based Excellence Gaps: Supports for Gifted Students from Low-Income Households as Correlates of Academic Achievement
Quelle	In: Journal for the Education of the Gifted, 44 (2021) 3, S.286-299 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayoub, Alaa Eldin A.) ORCID (Abdulla Alabbasi, Ahmed M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532211023598
Schlagwörter	Poverty; Academically Gifted; Low Income Students; Academic Achievement; Environmental Influences; Social Influences; Psychological Patterns; Rural Schools; Middle School Students; Foreign Countries; Grade 8; Grade 9; Grade Point Average; Student Characteristics; Academic Support Services; School Counseling; Correlation; Gifted Education; Egypt + Suchen Sie Ihr Suchwort? Armut; Schulleistung; Environmental influence; Umwelteinfluss; Sozialer Einfluss; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School counselling; Pädagogische Beratung; Korrelation; Ägypten
Abstract	Previous studies on poverty within the gifted population have shown that economically vulnerable gifted students are underrepresented in gifted programs. Moreover, the majority of published studies on this topic were conducted in Western cultures. We explored the psychological, cognitive, academic, social, and environmental supports for economically vulnerable students in the Arab culture. The sample consisted of 142 male and female students who were randomly selected from 10 middle schools in rural areas in Egypt. To assess the supports of gifted students, researchers developed a self-report questionnaire. Grade point average was used as an indicator of academic achievement. Results from cluster analysis showed that there were three profiles for low-income gifted students. Multiple regression analysis indicated that environmental, social, and psychological supports explained 44% of the variance in academic achievement. Environmental supports played the most effective role in predicting students' academic achievement, followed by social and psychological supports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01