Academic problems facing high achieving students at universities
DOI:
https://doi.org/10.47750/pegegog.12.04.02Keywords:
problems, Academic, high achieving students, university, studentsAbstract
The study aimed to identify the academic problems facing high achieving students in Jordanian universities. The study sample consisted of (353) randomly selected high achieving male and female students from graduate and Bachelor's degrees at Amman Arab University and Balqa Applied University. To achieve the study's goals, the researchers have followed the descriptive approach and developed a scale to measure the problems facing high achieving students. The scale mainly focused on the following areas (studying problems, emotional problems, problems related to future professional choices, social problems, and family problems). The results indicated that academic problems are the most common problems among high achieving students, which affect them moderately, whereas family problems affect them the least. The results also indicated that there were no statistically significant differences at the level of (α=0.05) due to gender and college variables and a statistically significant difference at the level of (α=0.05) due to the degree variable in favor of bachelors. Also, differences appeared in emotional problems in favor of females and in studying problems in favor of high achieving students in scientific colleges.
Downloads
References
Al-Hawamdeh, K. B. S. (2012). The problems students face and strategies for dealing with them. Journal of Educational and Psychological Sciences. , University of Bahrain, 13(3), 13–40.
Al-Khatlan, M. M. (2015). The educational and educational needs and problems of the mentally superior in the middle stage in the State of Kuwait. Journal of the College of Education - Al-Azhar University, 34(164, Part 4), 119–143.
Almukhambetova, A., & Hernández-Torrano, D. (2020). Gifted Students' Adjustment and Underachievement in University: An Exploration From the Self-Determination Theory Perspective. Gifted Child Quarterly, 64(2). https://doi.org/10.1177/0016986220905525
Al- Srour, Nadia (2007).Introduction to educating the academically talented and talented. Amman, Dar Al Fikr.
Ayasreh, M. N., & Omari, A. H. el. (2016). Problems of Gifted Students at King Abdullah II Schools for Distinction: Students Perspective. International Journal of Education and Practice, 4(2). https://doi.org/10.18488/journal.61/2016.4.2/61.2.55.70
Baker, R. W., McNeil, O. v., & Siryk, B. (1985). Expectation and reality in freshman adjustment to college. Journal of Counseling Psychology, 32(1). https://doi.org/10.1037/0022-0167.32.1.94
BANAT, S., AL-TAJ, H., ALSHOUBAKİ, N., & YOUNES, W. (2020). The effectiveness of a group counseling program in enhancing the ability to form friendship among high achieving students. Journal for the Education of Gifted Young Scientists. https://doi.org/10.17478/jegys.679131
Diezmann, C. M. , W. J. J. , & F. Kj. of E. and P. S. (2001). Early entry to school in Australia: Rhetoric, research . Journal of Educational and Psychological Sciences, 10(2), 5–18.
Gamer, M. (2016). Measure of The Self Confidence among The Outstanding Students and Ordinary and its Relationship with Some Variables. The International Journal for Talent Development, 7(1). https://doi.org/10.20428/IJTD.7.1.2
Hebert, T. P. (2000). Helping high-ability students overcome math anxiety through bibliotherapy. Journal of Secondary Academically Talented Education, 8, 164–178.
Hébert, T. P., & McBee, M. T. (2007). The Impact of an Undergraduate Honors Program on Gifted University Students. Gifted Child Quarterly, 51(2). https://doi.org/10.1177/0016986207299471
Jarwan, F. (2007). Talent and High Achievers (7th ed.). Amman. Dar al Fikr.
Jie, L. , and H. S. (2019). School Counseling Services for Gifted and Talented Students: A Systematic Review of Literature. Malaysian Journal of Medicine and Health Sciences. 15(1), 128–133.
Leonor, C.-S., & María, G.-A. (2015). Gifted Students' Characteristics, Persistence, and Difficulties in College. Roeper Review, 37(4), 241–251.
Neihart, M. (1999). The impact of giftedness on psychological well‐being: What does the empirical literature say? Roeper Review, 22(1). https://doi.org/10.1080/02783199909553991
Neumeister, K. L. S. (2004). Understanding the Relationship Between Perfectionism and Achievement Motivation in Gifted College Students. Gifted Child Quarterly, 48(3). https://doi.org/10.1177/001698620404800306
Patrick, H., Marcia Gentry, Jennifer D. Moss, & Jason McIntosh. (2015). Understanding academically talented and talented adolescents' motivation. In F. A. Dixon & S. M. Moon (Eds.), The Handbook of secondary academically talented education. 2nd Ed. Waco, TX: Prufrock Press. (2nd ed.). Prufrock Press.
Peterson, J. S. (2006). Professional School Counseling. Professional School Counseling, 10(1), 86–102.
Russo, C.F. (2004). A comparative study of creativity and cognitive problem-solving strategies of high-IQ and average students. Gifted Children Quarterly, 48(3), 179-190. https://doi.org/10.1177/001698620404800303
Sękowski, A., & Łubianka, B. (2015). Psychological perspectives on gifted education – selected problems. Polish Psychological Bulletin, 46(4). https://doi.org/10.1515/ppb-2015-0069
Taqash, H. M., Banat, S. M., & Ghaith, S. M. (2009). Resources of Psychological Stressors and Coping Strategies Among Gifted and Talented Centers Students. Journal of Educational & Psychological Sciences, 10(01). https://doi.org/10.12785/JEPS/100110
Webb, J. T. (1984), Psychological counseling with families of gifted children. Paper Presented at the Annual Convention of the American Psychological Association, Toronto, Ontario, Canada, August 24-28
Wholuba, B. H. (2014). Examination of the Motivation for Learning of high achieving and Average Achieving Students as It Relates to Academic Performance.
WOUTERS, S., GERMEIJS, V., COLPIN, H., & VERSCHUEREN, K. (2011). Academic self-concept in high school: Predictors and effects on adjustment in higher education. Scandinavian Journal of Psychology, 52(6). https://doi.org/10.1111/j.1467-9450.2011.00905.x
Wu, J., Jen, E., & Gentry, M. (2018). Validating a Classroom Perception Instrument for Gifted Students in a University-Based Residential Program. Journal of Advanced Academics, 29(3).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
