![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
This article reports one component of a longitudinal multilayered research project originating from a unique partnership between a university and a selective secondary school in Victoria, Australia. One hundred and twenty-five Year 10 academically able students at the school completed a survey at two different times to investigate a range of motivational constructs, including locus of control and resilience. Students were grouped according to their locus of control (LoC) focus (either internal or external), and, subsequently, scores from their resilience profiles were compared using multivariate analysis of variance. Findings illustrated that students with a more internally focused locus of control were more resilient at two time points. These findings have important implications for educators, as resilience is recognized as an important attribute to be developed in all students, including academically able students.
Additional information
Notes on contributors
Leonie Kronborg
Leonie Kronborg, PhD, coordinates and teaches gifted education at the postgraduate and undergraduate levels and supervises PhD research in gifted education and talent development at Monash University. She is vice-president of the World Council for Gifted and Talented Children and has been the Australian representative on the WCGTC Executive since 2013.
Margaret Plunkett
Margaret Plunkett Associate Professor has developed and taught courses in gifted education at both Monash University and Federation University, Australia. Margaret is Associate Editor of the Australasian Journal of Gifted Education and has served as an Australian delegate on the World Council for Gifted and Talented Children since 2006.
Nicholas Gamble
Nicholas Gamble, PhD, is a registered psychologist and lecturer at the Krongold Clinic in the Faculty of Education at Monash University. His professional and research interests include alternative education, student engagement, and the impact of settings on child learning.
Yvette Kaman
Yvette Kaman, BA Psychology, MEd (Gifted Ed), has an interest in optimal learning and teaching. She currently runs Goal Setting and Clear Thinking programs for year 7–9 girls. She is a strong advocate for the continued development of gifted education. Her current PhD research interests include the expression of adult giftedness.