Investigating Failure and Perseverance of Gifted and Nongifted Adolescents: A Mixed-Methods Study

• In Event: AERA Poster Session 8
  In Poster Session: Gifted Education, Creativity, and Talent Development Posters

Abstract

Failure is part of the learning process but it can be a slippery slope for many gifted students who have perfectionist tendencies as they abandon tasks after experiencing failure. This study explores gifted and non-gifted adolescents’ responses to failure in the context of engineering design challenges. A mixed-methods concurrent triangulation design method with quantitative two-way ANOVA analysis and qualitative narrative case study design reports how fifth and sixth graders who engaged in engineering design challenges responded to failure. Results indicate student self-perceptions of perseverance vary but are not differentiated by gifted identification. Narrative results confirm the quantitative analysis.

Authors

• Jason Trumble, University of Central Arkansas

• Deborah D. Dailey, University of Central Arkansas

• Michelle Buchanan, University of Central Arkansas

• Alicia Cotabish, University of Central Arkansas