The Role of Response Times in Gifted Students' Achievement

• In Event: Psychometric Evaluations

Abstract

The goal of the present study was to evaluate the roles of response times to the achievement of gifted students in the following latent ability domains: (a) verbal, (b) math and spatial reasoning, (c) mental flexibility, and (d) scientific and mechanical reasoning. Participants were 869 students who took on the Multiple Mental Aptitude Scale. A mixture item response model put forth by Jeon and De Boeck (2020) was implemented to evaluate the roles of response times in achievement. Results after applying this model to the data across domains indicated the presence of several behaviors related to rapid responding which were covaried with low achievement likely representing unsuccessful guessing attempts.

Authors

• Maisaa Taleb S. Alahmadi, The National Center for Assessment
  Presenting Author

• Georgios Sideridis
  Non-Presenting Author