The Relationship between Affect and Achievement For Gifted, Average, and Learning Disabled Students

Abstract

The purpose of the study was to examine the relationship between affect and achievement for three different groups of children at two grade levels. Gifted, average and learning disabled children at grades 4 and 7 were assessed on measures of achievement, ability, perceived competence in cognitive ability, self concept and locus of control. Longitudinal assessment on all measures occurred at two further intervals over the next two years, during which time some of the children participated in a cognitive strategies training program. In general, results indicated significant group differences on achievement and affective measures which were relatively stable for all groups over the two year period of the study.