The relationship between self-esteem and academic achievement in high ability students: Evidence from the Wollongong Youth Study
Vialle, Wilma, Heaven, Patrick C. L. and Ciarrochi, Joseph. (2015). The relationship between self-esteem and academic achievement in high ability students: Evidence from the Wollongong Youth Study. The Australasian Journal of Gifted Education. 24(2), pp. 17 - 23.
|Authors||Vialle, Wilma, Heaven, Patrick C. L. and Ciarrochi, Joseph|
The relationship between self-esteem and academic achievement is one that is regarded by many educators as a well-established fact. This belief has been often invoked in order to argue against the provision of ability grouping for gifted students. Refuting that commonly-held belief, this research examined the relationship between self-esteem and academic achievement in 65 high-ability secondary students, a sample drawn from a longitudinal study of over 900 students. The research demonstrated that there were no differences in measured self-esteem between the gifted and non-gifted students. More contentiously, though, the research found no correlation between self-esteem and academic achievement for the gifted group.
|Journal||The Australasian Journal of Gifted Education|
|Journal citation||24 (2), pp. 17 - 23|
|Publisher||Australian Association for the Education of the Gifted and Talented|
|Web address (URL)||https://search.informit.com.au/fullText;dn=568775578072286;res=IELHSS|
|Page range||17 - 23|
|Research Group||School of Philosophy|
File Access Level
|Place of publication||Australia|
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