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Factors influencing dropout behaviour of gifted students : The influence of giftedness indicators and environmental, personal, and demographical factors on gifted students' dropout behaviour in giftedness programs

Hartman, E.H.M. (2016) Factors influencing dropout behaviour of gifted students : The influence of giftedness indicators and environmental, personal, and demographical factors on gifted students' dropout behaviour in giftedness programs.

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Abstract:In Dutch education there is a growing interest in the intellectual stronger students (Blaas, Buurman, Hoogland, Kos, & Stam, 2012). One of the reasons for this growing interest is that these gifted students have a high risk of dropping out in regular education programs (Renzulli & Park, 2000). That is why many Dutch secondary schools have started giftedness programs to meet their gifted needs. Despite these specially designed giftedness programs, practice shows that gifted students still dropout when they participate in a giftedness program. According to Mönks and Ypenburg (1995), Gagné (1995), Heller (1992), and Renzulli and Park (2000) there are different environmental, personal, and demographical factors that have influence on students‘ achievements and therefore also on their dropout behaviour. For this reason this study investigated to which extent giftedness indicators and environmental, personal, and demographic factors contribute to students dropping out of a giftedness program. The research consisted of a qualitative part and a quantitative part. In this study a gifted dropout is defined as someone who did not complete the giftedness program due to; a) achieving below determined potential or b) achieving according to potential, but dropped out due to other reasons. Based on the results, the following conclusions can be made: first, the intelligence component (IST) and the motivational component (FES) of the giftedness indicator test from CBO are not good predictors of dropout behaviour of gifted students, whereas cito score is a (small) predictor of dropout due to achieving below determined potential. Secondly, location seems to have influence on dropping out due to other reasons. Thirdly, gifted male students are more inclined to drop out due to achieving below determined potential and females are more inclined to drop out due to other reasons. First, it is recommended to use the selection criteria flexible and to keep looking for other predicting selection criteria, because the current selection criteria are not comprehensive. Secondly, to overcome dropout due to other reasons at school locations it is recommended to increase students‘ intrinsic motivation by giving assignments that are new, challenging, and interesting for the students and by offering choices in their own learning. Thirdly, it is recommended for teachers to include task managing and -preparing into the daily curriculum, to help male students in carrying out executive functions.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/70547
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