| Autor: |
Eva, Nur, Tairas, Mareyke M. W., Alsa, Asmadi |
| Předmět: |
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| Zdroj: |
Journal of Gifted Education & Creativity; Jun2022, Vol. 9 Issue 2, p203-218, 16p |
| Abstrakt: |
The purpose of this study is to empirically analyze the effect of father involvement, mother involvement, teacher-student interaction, and peer support on achievement in natural science of gifted students with self-regulated learning as a mediator. The subjects of this study were 45 gifted students with a minimum IQ of 130 (WISC-IV) who studied at the junior high school level. Data were collected from the father involvement scale, mother involvement scale, peer support scale, teacher-student interaction scale, and achievement test in natural science of gifted students developed by the researcher. The analysis was then conducted using Structural Equation Model with Partial Least Square (PLS). The results of the path analysis show that: Teacher-student interactions and peer support have affects the achievement in natural science of gifted students, while the father's and mother's involvement do not affect the achievements in natural science of gifted students. Teacher-student interactions and mother's involvement have effects on self-regulated learning, while father's involvement and peer support have no effects on self-regulated learning. The achievement in natural science of gifted students is not influenced by selfregulated learning. Thus, self-regulated learning is not a mediator variable between social environmental factors and achievement in natural science of gifted students. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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