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4.3.9 What Helps or Hinders the Achievement of Academically Talented Secondary School Boys?
This presentation explores how society, schools and teachers, family, and students’ own intrapersonal characteristics have impacted the academic achievement of 93 intellectually gifted and academically talented New Zealand in year nine (American and Australian grade 8) secondary school boys. This mixed methods study is particularly pertinent given that the most recent annual report of the New Zealand Qualifications Authority (2018) shows a clear divergence in achievement between males and females in the upper secondary school. Overall, the most significant trends in the study’s findings relate to schools. These and the other strong trends will be discussed.