Psychol. /L: It can be harder, so I can progress faster. Thus, the demands set for themselves are to make up better stories. Res. Identity exists and develops progressively and clearly in the constructive process balancing continuity and novelty, in the dialectic relationship between conformity and uniqueness, and in the continuous interaction with others. eds. Less than a year after she graduated with multiple honors from UCLA, making her the first member of her family to complete a four-year college education, Maria Nava Gutierrez '20 prepared for one of her most daunting challenges yet. These two students had been ranked among the top three students in their own classes, and they were widely recognized as good students by their teachers and classmates. In particular, we analyze typical students susceptible to the inhibition phenomenon and explore the causes underlying this phenomenon. 4, 39103. R: What is an active and cute person like? Let us take the third picture as an example. K wiggled back and forth in his seat. Academic stress in Chinese schools and a proposed preventive intervention program. In May 2023, Frontiers adopted a new reporting platform to be Counter 5 compliant, in line with industry standards. If it does not work, he would ask the teacher after class. By contrast, students with average academic performance told one to two stories about each picture, with every story containing more than two sentences. Three researchers were involved in above processes of analyses. Tackling the Question of Growth for High-Achieving Students 25, 99125. Introduction Students with high academic achievement are usually recognized as great performers in school activities, yet, in our preliminary research, we found that some of these students perform poorly in particular types of tasks (e.g., Su, 2012; Zhang, 2018 ). This system of interpretation shows the characteristics of their meaning construction. High achievers and high levels of stress What are the characteristics of the self-identity of high-achieving students who are susceptible to this inhibition phenomenon? We looked at 88,958 New South Wales students (who were in Year 3 in 2012), and 65,984 students in Victoria (who were . Inquiry-based learning and E-learning: how to serve high and low achievers Kipnis, A. (1995). 20, 477500. Ego identity: A handbook for psychosocial research. Second, their performance in the activity was inferred to be equivalent to their intelligence. Generalization and contextualization are the reciprocal processes enabling the construction and reconstruction of self-identity, as well as being the regulative functions of self-identity. The activity was recorded with permission from the teachers, parents, and students. R: Which section in this game did you feel most nervous? doi: 10.1159/000057048, Valsiner, J. The protocol was approved by the Academic Ethics Committee of Shanghai Normal University. Although these students are generally self-directed, high achievers also have special characteristics and needs requiring thoughtful attention. doi: 10.1207/s15327809jls0401_2, Kerpelman, J. L., Pittman, J. F., and Lamke, L. K. (1997). On the other hand, high-achieving students perform much better academically because they have strong motivation to achieve something that's important and valuable to them, so they're willing to put in significant, extended effort [1]. Psychol. They must think Im quite stupid. The instruction given was as follows: We will play a game. Therefore, in this mode of dialogue, his behavior has specific guidelines and requirements, is situational, and is more flexible. The identity process can be explained by social relations with social others and by a temporal connection linking the past, present, and future, both of which dialogically affect and constitute subjectivity. He then took the initiative to admit the mistakes, and they became good brothers again. You can multiply this effect by 10 if the student is a high achiever. 1, ed. One day, the two brothers got up and looked for food. There is no particular tendency about the self in the eyes of friends in the interview data, but the results of the sentence completion tests suggest that they are worried about mockery from their peers. 2. 10 Ways to Help Your High Achieving Students Find Their Passion High Achievers Assessment edition is a multi-level course aimed at ambitious teachers who want their teenage students to achieve their very best in English. Shanghai, China: East China Normal University. Our research shows Australian students who are behind in primary school J. Adolesc. Dev. 42, 2630. B. doi: 10.1006/drev.2000.0514, Braun, V., and Clarke, V. (2006). During the interviews, based on students responses, and in addition to the above-noted questions, we also asked further detailed questions to elicit more nuanced information from the students. Between the two approaches, idiographic research is often criticized for being inadequate in obtaining generalized knowledge, but, in fact, its goal is to pursue nomothetic knowledge through the singularity of the psychological and social phenomena. Multiple Intelligences Locate a self-evaluation activity to help your high achievers identify what their learning style is, then capitalize on this! For CEOs, the rate is estimated to be from double the national level of 20% to as high as 50% (Barnard, 2010, Burguieres, 2008). Am. R: What kind of person do not you want to be most? When students meet their growth projection, they maintain their achievement status. He was notably more excited and dedicated. 25, 313326. To make up for such a limitation of the interview data, we conducted sentence completion tests. Psychol. A manifesto on psychology as idiographic science: bringing the person back into scientific psychology, this time forever. Promoting High-Achieving Students Through Differentiated Instruction in Xiao Ming ________. Identity, reasoning, and emotion: an empirical comparison of three sources of moral motivation. Zhang, P. (2018). In this research, we will utilize the process-oriented concept of self-identity and analyze self-identity based on the framework of cultural psychology, which brings the symbolically regulated nature of mental activity to the forefront. Finally, the experimenter asked K directly, Do you have a story? PDF cover story teaCH toPTHE - ed Self-evaluation and reflection come into existence when individuals establish relations and carry out interactions with others. It focuses on the desirable and undesirable self, which together provide an evaluative and interpretive context for the current self. He stayed highly involved during the process, and the story quality was relatively high. K and J were excited at the beginning of the storytelling, but, with others raising hands during the activity, they became nervous. Home - Junior Achievement of Arizona School Stress: High Achievers Vs Low Achievers - Ways to Deal With By contrast, a flexible and process-oriented identity facilitates an individuals involvement in unfamiliar activities, enabling a richer, more open self-construction process. The problem of the cultural development of the child in The Vygotsky reader. Educ. 1. eds. Their stories were simple, comprising one to three sentences. Academic success means a lot in this cultural context and encompasses respect from others, family pride, and social mobility (e.g., Kipnis, 2011). In this research, we focused on an activity in which inhibitive behaviors would be present to a greater degree. In fact, the students and teachers at the migrant schools are often familiar with such folklore, games, and cultural activities as they are from these traditional cultural backgrounds. It lasted about 60 min, with 30 min for each group. High achievers have many characteristics that help them attain everything they want it isn't based on luck. The sentence completion test was also used as supplementary material to gain an insight into how participants construct meaning. A developmental social psychology of identity: understanding the person-in-context. Exploring the source of well-being for high achiever students In the third round, there was either a breakthrough or a state of helplessness. First, their criteria of evaluation stress linear performance but lack more diversified content. Emot. The person he does not want to be the most is a person who does not finish his homework, and a person who does not write Chinese characters well. Ls desirable self is also related to learning, but it does not show obvious characteristics of comparing oneself with others, but, rather, of individual performance in respect of specific things. (2003). While there are benefits to being a high achieving student such as receiving more support from. In contrast to their state of involvement in the first round, the two participants were not as focused and observed the facial expression of their peers and the experimenter frequently. AW wrote the first draft of the manuscript and conducted study design, data collection, and data analyses under the supervision of XL and DL. Based on individuals agency, we can activate their inner force for a healthier and more positive development. Cult. Each student was interviewed for about 15 min, and the interviews were audio-recorded. doi: 10.1177/1354067X14551299, Salvatore, S., and Valsiner, J. /L: Careless. It is natural that they interpret the current unfamiliar activity as learning or as an examination, because learning is their most important and confident activity (Process C). J: Conceited and easy to be proud. doi: 10.1177/0959354303136001, Lichtwarck-Aschoff, A., van Geert, P., Bosma, H., and Kunnen, S. (2008). Thus, flexible and process-oriented identity facilitated his involvement in the activities, enabling a richer, more open self-construction process. In the activity, J and K expressed their worries about others negative evaluation. 20, 3148. The second part was a general discussion of daily school life. 51, 477495. When this judgment is made, various mental functions may work together, including goals, values (Marcia et al., 1993), religious and spiritual beliefs (Gebelt and Leak, 2009), moral motivation (Hitlin, 2003; Hardy, 2006), motives, and self-assessment (Gregg et al., 2011). K changed his posture from leaning back against the seat to leaning forward and looking at the picture. Soc. The former transforms the incoming messages into a new form, while the latter composes these into new messages as the output for the social world to experience (Lawrence and Valsiner, 2003). PDF FAQ: How Arizona's A-F Letter Grades for Schools Work If the activities for reference are more diverse, they can then have more diverse self-demands, as opposed to the unidimensional study performance, and they can be more flexible in different activities. These processes are the results of the joint action of mental functions such as emotion, motivation, behavior, cognitive function, and reflective ability. The second story was created in a similar manner to the first. doi: 10.1177/0743554897123002. For the two inhibited students, the event that triggered the strongest emotional responses was related to the result of the learning activitythe examination. Such projects effectively alleviate behavior trends common to exceptionally gifted learners. Therefore, in the face of difficult and ambiguous situations, he will try to find the answer, to ask the teacher for help, and to ask a companion. High Achieving Students with ADHD & Learning Differences - ADDitude The mountain of cultural psychology and the mouse of empirical studies. In the dialogue with the latter, what he seeks is emotional affinity and behavioral guidance, so he is also more likely to take appropriate action in line with the voice of significant others in the activity. High Achievers Education Center doi: 10.1080/016502500383250, Lane, J., Lane, A. M., and Kyprianou, A. (1999). 4. category Dstudents with shorter reaction times and higher or equal story structure scores to the average scores of the other two students (3 students). R: What kind of kid does your father think you are? Thus, in future interventions, we can start from herestrengthening an individuals good student identity and providing richer meanings to replace the original comparing with others and getting affirmed, channeling energy in the process of the individual becoming a true, value-diverse good student (Oyserman et al., 2002). R: What kind of person do you want to be the most? For J and K, their evaluations of important others are either general (e.g., being praised or recognized) or ones related to self-esteem (e.g., being looked down upon), whereas, for L, it is the close connection with the teacher that he pays most attention to. Being in a class with high achievers improves students' test scores. We 6, 409434. Xiao Ming ________. (2006). Psychol. Because of the experience in the third round, J was not as hesitant as K was, and she raised her hand to tell a story after other classmates finished. of high achievers (i.e., students at or above the TIMSS high international benchmark. Xiao Ming spent a lot of time trying to solve a very difficult question, but he failed. Gifted students like complexity and need only 1-2 exposures to material to learn it. In the present research, we conduct a case study of typical students with IPHAS through the framework of an idiographic approach. The person L mostly wants to be an artistic student with good scores in Chinese, math, and English, because in this way one would have a good future. For now, he is some distance away from his goal. Su, J. Chant and Sing for Kwanzaa - Caroline Figiel and Danny Jones. They let others learn from me. Because the story-telling game was being compared to an intelligence competition, they set demands on themselves to show more intelligence, defined on the basis of comparison with others. For these two students, their past positive experience is produced and consolidated by being awarded favorable feedback through learning activities; thus, they might regard certain activities as a test or learning activity, because this is the field where they do best and with which they are most familiar and have an expectation of good performance. eds. XL gave the instruction and critical feedback on study design and data collection. A student is a good student only when he/she surpasses or does not lag behind others. Junior Achievement of Arizona is doing just that. Theory Psychol. L is an active participant in the activity. Pers. . Learning tends to be more utilitarian in China and other competitive societies. /L: Quite loveable, just that the voice is a bit small. Both the concern about learning and evaluation from others led to the identity of a learner that he activates. We are squandering the talents of too many low-income high achievers Based on Eriksons theoretical formulation of identity, many researchers have trained their focus on the identity process taking place in the interaction between the individual and his/her particular surroundings (e.g., Adams and Marshall, 1996; Kroger, 2000; Bosma and Kunnen, 2001). Princeton, NJ: Princeton University Press. (2000). You can raise your hand when the story comes into your mind. But, they still did not raise their hands. Kroger, J. As noted above, the research adopts an idiographic approach. An idiographic approach is employed to examine typical cases and their semiotic mediation in the self-identity regulative process. But training aimed at changing teaching behavior can also help change expectations. Being in a class with high achievers improves students' test scores These specific semiotic mediation processes indicate that, when self-identity is narrow and result oriented, it is easy for excessive future-oriented self-demands to be imposed, thereby bringing pressure to the individual at that moment. Written informed consent was obtained from the parents/legal guardians of all participants. doi: 10.3102/0091732X025001099. The sentence completion test was conducted in the form of dialogue. In this study, according to the activity design and participants reactions, a story-telling activity triggered by one picture presentation was chosen as the key section, which had a clear start and end and which constituted a relatively independent section within the whole activity. K: The person who can do nothing and has the lowest score. doi: 10.1006/jado.1996.0041, Bandura, A. R: If we played a similar game next time, what kind of picture will you choose: a harder, easier, or similar one? IRIS | Page 1: Characteristics of High and Low Achievers A highly generalized self-identity, as a background, determines which signs an individual capture in the specific activities in which they participate and defines the specific ways in which they understand the signs. High Achievers is an engaging course aimed at confident students who have high ambitions for their English and enjoy being challenged in every area of language learning.

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