Assessment of Potential in a Talent Development Framework: Examining Psychological Variables Related to Achievement (Poster 36)

• In Event: Sunday Poster Session 9:35 am
  In Poster Session: Research on Giftedness, Creativity, and Talent SIG Poster

Abstract

Talent development models of gifted education encourage broader assessment protocols to identify students with high academic potential. While psychological variables have been associated with achievement and performance, they are rarely used in gifted identification assessment. We tested three psychological variables’ association with achievement in a two-study, cross-sectional design with 474 students in grades four through nine. Collectively the three psychological variables accounted for between 3% and 20% of the variation in achievement. Need for cognition was the most robust predictor followed by the achievement striving facet of conscientiousness. The self-discipline aspect of conscientiousness demonstrated no relationship with achievement. The psychological variables also demonstrated meaningful fairness as there were no group differences in the mean scores across race and ethnicity.

Authors

• Todd Kettler, Baylor University

• Carol M. Raymond, Baylor University

• Beatrice Ruiz, Baylor University

• Tim Spitsberg, Baylor University