A Follow-Up Study of Taiwan Physics and Chemistry Olympians: The Role of Environmental Influences in Talent Development

Wu, Wu-Tien; Chen, Jau-D.

doi:10.1080/15332276.2001.11672949

Cited by 13 publications

(15 citation statements)

References 2 publications

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“…In accordance with this, numerous studies showed that participation in a mathematics or science competition resulted in participants' higher probability of pursuing a successful mathematics or science career (Campbell & O'Connor-Petruso, 2008;Campbell & Walberg, 2011;Eremin & Gladilin, 2013;Gordeeva, Osin, Kuz'menko, Leont'ev, & Ryzhova, 2013;Marsa, 1993;Sahin, 2013;Sahin et al, 2015;Schmidt, 2014;Wirt, 2011;Wu & Chen, 2001). Furthermore, participation in mathematics and science competitions has been found to have a positive influence on students' mathematics and science interests, self-beliefs, and identification (Jaworski, 2013;Mitchell, Dori, & Kuldell, 2011;O'Kennedy et al, 2005;Wu, 1996).…”

Section: Career Advancement Through Participation In Mathematics Anmentioning

confidence: 79%

Gender differences in mathematics and science competitions: A systematic review

et al. 2019

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Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out‐of‐school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self‐concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.

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Section: Career Advancement Through Participation In Mathematics Anmentioning

confidence: 79%

Gender differences in mathematics and science competitions: A systematic review

et al. 2019

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“…Different cultural climates and worldviews may explain the differences in these results. As outlined earlier, Asian cultures have been recognized as effortorientated (Dweck, 2000;Hofstede et al, 2010;Wang & Ng, 2012;Wu & Chen, 2001). For example, the indigenous precept among the Chinese -'making an effort to compensate for inadequate intelligence' (qín néng bǔ zhuō) -illustrates the emphasis on hard work.…”

Section: Discussionmentioning

confidence: 99%

“…In studies of academic Olympians using Weiner's theory, the Finnish Olympians tend to attribute success and failure both to ability and to effort, and identify effort as being slightly more important for talent development than ability (Tirri, 2001). Similarly, the Taiwanese of China and the American Olympic participants attribute achievement more to effort than to ability (Feng, Campbell, & Verna, 2001;Wu & Chen, 2001), while the German participants attribute their achievements more to ability (Heller & Lengfelder, 2000).…”

Section: Introductionmentioning

confidence: 99%

How Do Students’ Mindsets in Learning Reflect their Cultural Values and Predict Academic Achievement?

Zhang¹,

Kuusisto²,

Tirri³

2019

IJLTER

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Inspired by previous research indicating implicit beliefs about the malleability of human qualities, namely mindset, to affect learning outcomes, this article compares how Chinese and Finnish students' mindsets and attributions for success reflect their cultural values and predict their academic achievement. The study was conducted in one Chinese (N=705) and two Finnish (N=495) middle schools utilizing Dweck's mindset inventory, Weiner's attribution scale and students' school marks. The results illustrated that both Chinese and Finnish students held a growth mindset, and all identified the nature of intelligence as being more malleable than giftedness. However, Chinese students did not differentiate between intelligence and giftedness as clearly as Finnish students. Both students attributed the cause of their academic achievements to effort and ability, but placed more emphasis on effort. Furthermore, Chinese students' preference for effort significantly accounted for higher language marks, whereas Finnish students with fixed mindsets about giftedness achieved higher mathematics marks. Cultural interpretation, implications and limitations of the results were discussed.

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“…The latter research finding has been verified by Chan (1996), who reported that adolescent gifted students were more likely to attribute failure to lack of effort than to attribute it to low ability. The American and Taiwanese Olympians have also attributed success and failure more to effort than to ability (Feng, Campbell, & Verna, 2001;Wu & Chen, 2001). Heller and Lengfelder (2000) investigated 100 German Olympian finalists and 135 Prefinalists in mathematics, physics, and chemistry.…”

Section: Mathematical Giftedness and Attribution Stylesmentioning

confidence: 99%

Investigating the Influence of Attribution Styles on the Development of Mathematical Talent

Nokelainen

Tirri

Merenti-Välimäki³

2007

Gifted Child Quarterly

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In this article, the authors examine the influence of attribution styles on the development of mathematical talent. The study employs a Self-Confidence Attitude Attribute Scale questionnaire, which measures ability and effort attributions. Participants are three groups of highly, moderately, or mildly mathematically gifted Finnish adolescents and adults (N = 203). The results of Bayesian classification modeling show that items attributing success to effort and failure to lack of effort are the best predictors for the level of mild mathematical giftedness and gender (females). The results of multivariate analysis of variance show that highly and moderately mathematically gifted students reported that ability was more important for success than effort, but mildly mathematically gifted tended to see effort as leading to success. Moderately and mildly mathematically gifted students attribute failure to lack of effort, whereas highly mathematically gifted students attribute failure to lack of ability.Putting the Research to Use: It is essential that educators and parents understand the influence of different attribution styles on the development of mathematical talent. This study provides understanding of how highly, moderately, and mildly mathematically gifted adolescents and adults differ in their specific reasons for success and failure. Differences in attribution styles between the three groups of mathematically gifted, as measured with the Self-Confidence Attitude Attribute Scales questionnaire, indicate that it is important to know if the attributions for success or failure are stable or unstable, external or internal.Knowledge of how learners or trainees use attributions to account for success and failure can help educators and parents gain a deeper awareness of the mathematically gifted and, thus, predict their expectancies and plan intervention strategies when needed. The information is also applicable to courses concerning the needs of the gifted. Furthermore, the information can be presented directly to mathematically gifted students to help them develop more insight into their own behavior.

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A Follow-Up Study of Taiwan Physics and Chemistry Olympians: The Role of Environmental Influences in Talent Development

Cited by 13 publications

References 2 publications

Gender differences in mathematics and science competitions: A systematic review

Gender differences in mathematics and science competitions: A systematic review

How Do Students’ Mindsets in Learning Reflect their Cultural Values and Predict Academic Achievement?

Investigating the Influence of Attribution Styles on the Development of Mathematical Talent

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