Which of the following are positively correlated with moderate-to-high achievement of gifted learners?

Which of the following are positively correlated with moderate-to-high achievement of gifted learners?

• A. Excellent self-concept, high self-esteem, high levels of achievement motivation
• B. Good self-concept, average self-esteem, high levels of achievement motivation
• C. Good self-concept, high self-esteem, very high levels of achievement motivation
• D. Good self-concept, high self-esteem, reasonably high levels of achievement motivation

Answer: (D)

The correct choice identifies a blend of attributes that are positively correlated with moderate-to-high achievement among gifted learners. A good self-concept refers to a positive perception of oneself, which can foster resilience and a desire to excel. High self-esteem indicates a strong sense of self-worth and confidence in one’s abilities, which can motivate students to take on challenges and pursue higher goals. When combined with reasonably high levels of achievement motivation, which drives an individual to strive for success and accomplish their goals, these factors create an environment conducive to achievement in gifted learners. This combination suggests that while the self-concept and self-esteem are crucial, achievement motivation does not need to be excessively high to still foster success; “reasonably high” implies a healthy drive without the potential burnout that can occur with extreme pressure to achieve. This understanding emphasizes that balance in these traits is essential for nurturing the potential of gifted learners effectively.

The correct choice identifies a blend of attributes that are positively correlated with moderate-to-high achievement among gifted learners. A good self-concept refers to a positive perception of oneself, which can foster resilience and a desire to excel. High self-esteem indicates a strong sense of self-worth and confidence in one’s abilities, which can motivate students to take on challenges and pursue higher goals. When combined with reasonably high levels of achievement motivation, which drives an individual to strive for success and accomplish their goals, these factors create an environment conducive to achievement in gifted learners.

This combination suggests that while the self-concept and self-esteem are crucial, achievement motivation does not need to be excessively high to still foster success; “reasonably high” implies a healthy drive without the potential burnout that can occur with extreme pressure to achieve. This understanding emphasizes that balance in these traits is essential for nurturing the potential of gifted learners effectively.