A Comparison of Learning and Study Strategies of Gifted and Average-Ability Junior High Students

Abstract

Not enough is known about whether the learning and study strategies of gifted students are adequate or how they compare to average-ability learners. Therefore, two studies were conducted to determine if gifted and average-ability junior high students differed in learning and study strategies. Results of Study One revealed several differences between gifted (n = 80) and average-ability (n = 61) seventh, eighth, and ninth graders on the Learning and Study Strategies Inventory. Anxiety emerged as the variable that discriminated most between the groups with the average-ability students having more anxiety. Study Two replicated study one with ninth graders (99 gifted, 98 average-ability) taking the newer Learning and Study Strategies Inventory-High School Version and all students drawn from school settings. There were fewer differences between the two groups but significant differences did result on some of the same subtests as in Study One with anxiety again emerging as the most powerful discriminator. There were also gender differences in the second study with girls scoring higher than boys in motivation, study aids, and self-testing. Even with the differences between the ability groups, gifted students did not score above the mean on many subtests and it is recommended that both groups need explicit instruction in learning and study strategies.