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Cite as
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Vollständiger Titel
RICERCHE DI PSICOLOGIA
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Verlag
FrancoAngeli
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ISSN
0391-6081 (Gedruckte Zeitschrift)
1972-5620 (Online-Zeitschrift)
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Nummer der Ausgabe
2
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Andere Beschreibung der Ausgabe
2
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Erscheinungsdatum der Ausgabe (YYYY/MM)
2013/10
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Vollständiger Titel
Metacognizione, obiettivi di apprendimento e successo scolastico in studenti ad alto potenziale della scuola superiore
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Von (Autor)
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Erste Seite
353
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Letzte Seite
370
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Sprache des Textes
Italienisch
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Erscheinungsdatum
2013/10
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Copyright
2013 FrancoAngeli srl
Vorwort
Lo scopo di questa ricerca e studiare le relazioni tra obiettivi di apprendimento, metacognizione e successo scolastico in studenti ad alto potenziale del triennio della scuola superiore con la finalita di accrescere le strategie di apprendimento degli studenti e incoraggiare pratiche didattiche efficaci negli insegnanti. Alcuni ricercatori nel campo della plusdotazione hanno ipotizzato che i soggetti ad alto potenziale si distinguano dai loro pari normodotati perche attuano processi cognitivi tipici degli "esperti" e acquisiscono competenza piu rapidamente. Il presente lavoro vuole verificare l'ipotesi che gli studenti plusdotati ad alto rendimento scolastico superino gli studenti plusdotati a basso rendimento e gli studenti normodotati nei punteggi ai test che misurano la consapevolezza metacognitiva, gli obiettivi di apprendimento ed il successo scolastico. Un campione di 400 studenti di scuola superiore ha completato le APM- Set II (Raven, 1962) che misura l'intelligenza generale ed il Questionario di Consapevolezza Metacognitiva. Hanno inoltre completato il "the 3x2 Achievement Goal Questionnaire". E stata inoltre raccolta la media dei loro voti e attraverso l'incrocio di tutti i dati e stato sel ezionato un campione finale di 56 studenti divisi in quattro gruppi di 14 studenti ciascuno: plusdotati ad alto rendimento scolastico, plusdotati a basso rendimento scolastico, normodotati ad alto rendimento, normodotati a basso rendimento. L'analisi multivariata della varianza ha permesso di individuare le rispettive differenze tra i gruppi.
Zitierungen des
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