Are contextual rather than personal factors at the basis of an anti-school culture? A Bayesian analysis of differences in intelligence, overexcitability, and learning patterns between (former) lower and higher-track students

This study investigated whether an anti-school culture in the lower tracks has a solid basis that is supported by personal, ontological differences in intelligence and developmental potential

Niki De Bondt; Vincent Donche; Peter Van Petegem

2020

Scholarcy highlights

  • Research indicates that educational stratification may lead to a lower-track school culture of futility and a less academically-oriented culture among lower-track teachers, leading to both reduced study involvement and lower educational achievement among their students
  • Personality is only achieved at the level of secondary integration
  • Through critical and objective self-examination and the conscious perception of the higher and lower within herself/himself, while simultaneously becoming aware of a higher, true reality, the individual can construct a personal hierarchy of values, which is derived from universal, objective moral values
  • The personality ideal is activated by means of the Third Factor, which can be considered a highly conscious, high value-based self-determinism that rejects the lower, instinctive dimension and affirms the higher, authentic one
  • Markov chain Monte Carlo convergence of posterior parameters, which denotes that sufficient samples have been extracted from the posterior distribution to precisely estimate the posterior parameter values, is assessed using the potential scale reduction convergence criterion
  • The PSR criterion compares within- and between-chain variation of parameter estimates
  • Comparing overexcitabilities of gifted and non-gifted school children in Hong Kong: Does culture make a difference?

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