The academic self–efficacy beliefs of disadvantaged gifted black middle school students in the North West province of South Africa

Abstract

The purpose of this study was to determine, by means of a review of the literature and an empirical investigation, the influence of certain variables on the academic achievement and the self-efficacy beliefs of disadvantaged gifted students. From the review of the literature it was concluded that self-efficacy beliefs influence academic achievement. Students with a high sense of self-efficacy for accomplishing a task participate more eagerly in a learning task, work harder, persist longer and achieve at a higher level than those who doubt their capabilities. Students with a high sense of self-efficacy are more self-regulated than those with a low sense of selfefficacy. It was concluded from the review of literature that disadvantaged gifted students perform lower than their potential due to various social and environmental factors. Disadvantaged gifted students are characterized by under-achievement, lack of general motivation to learn, parents with a low level of education, teachers who lack appreciation, poor socio-economic background, academic skills deficit, low selfesteem, rebellious attitude, lower expectations, and avoidance behaviours. Disadvantaged gifted students are very often not selected through the methods used for the identification of gifted students. This is because when those methods are used, the language, cultural and home background of the disadvantaged gifted students are not taken into consideration when results are interpreted. By means of an empirical investigation it could be concluded that there is a difference between disadvantaged gifted students and disadvantaged non-gifted students with relation to certain variables. The hypothesis that there is a relationship between certain variables and the academic achievement of disadvantaged gifted students and disadvantaged non-gifted students could be accepted. The hypothesis that there is a relationship between certain variables and the academic self-efficacy beliefs of disadvantaged gifted students could also be accepted.