Beyond perceived ability: the contribution of psychosocial factors to academic performance
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In this study, we examined the contributions of grit, hope, and academic self‐efficacy to academic achievement in a sample of 609 academically talented students ranging in age from 10 to 18 years. Our hypothesis was that these variables would predict academic achievement above and beyond the contributions of demographic variables and perceived ability. After establishing the reliability and structural validity of scores for the three constructs in this sample, regression analyses indicated that hope and academic self‐efficacy were predictors of perceived ability and that academic self‐efficacy was the most robust predictor of academic achievement. Grit was not a meaningful predictor of either perceived ability or academic achievement. We concluded that psychosocial variables can contribute to performance in talented students, but research is needed to establish which psychosocial variables are the most useful.
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Psychosocial factors are important in helping gifted students develop their potential gifts, though some factors are probably more useful than others.
“Psychosocial variables also play an important role in supporting gifted students in developing their potential gifts, although some of these variables are likely to be more useful than others (Dixson et al. 2016(Dixson et al. , 2017)).”
From Gifted Students (2019) · cites this paper as Dixson et al. 2016
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Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010418-102846 · Cited by 245 · see citing works
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- Authors
- Dixson, D. D., Worrell, F. C., Olszewski‐Kubilius, P., & Subotnik, R. F.
- Affiliations
- Wayne State University (US)
- University of California, Berkeley (US)
- Northwestern University (US)
- American Psychological Association (US)
- Corresponding author
- Dixson, Dante D.
- Venue
- Annals of the New York Academy of Sciences
- Publisher
- Wiley
- Published
- 2016-08
- Volume
- 1377
- Issue
- 1
- Pages
- 67-77
- ISSN
- 0077-8923 (ISSN-L)
- 1749-6632
- OpenAlex
- W2521555042
- Cited by
- 145
- References
- 15
- Citations by year
- 2026: 6 · 2025: 11 · 2024: 17 · 2023: 18 · 2022: 8 · 2021: 12 · 2020: 46 · 2019: 13 · 2018: 10 · 2017: 3
- FWCI
- 13.61
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Annals of the New York Academy of Sciences (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Applied Psychology › Optimism, Hope, and Well-being
- Keywords
- grit, hope, academic self-efficacy, academic performance, perceived competence, academically talented students, psychosocial factors, gifted students
- MeSH terms
- Adolescent, Child, Child, Gifted, Educational Measurement, Female, Humans, Male, Perception, Psychology, Surveys and Questionnaires, Self Concept, Students, Self Efficacy, Hope
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