Intelligence and motivation are two crucial components of the education process that can significantly influence its efficiency. The level of intelligence determines our ability to learn from experience and to solve a problem successfully, whereas motivational processes energize and organize our behavior to reach our goals. This paper is connected…

The research available to find the voice of the student who is intellectually gifted is examined briefly in regard to the changes in education. In contrasting and critiquing different views I confirm that there is little direct information available from individuals in mainstream classes who are intellectually gifted as to what they experience as…

Work values help to shape cognitions and motivations and are therefore essential in one's process of searching for employment and remaining employable. The present study explored the typical work values preferred by university students in Malta. Gender and faculty differences as well as gender differences within faculties were explored.…

Colleges must not admit all who apply in order to find the talented tenth by the process of elimination. What is wanted are students with potential who can progress by their own merit alone or with help. (Author)

Interviews with 21 high-functioning adults with autism and 20 mildly to moderately mentally retarded adults without autism indicated that the mentally retarded group had more sexual experiences, with no intergroup differences in sexual knowledge or interest. Intelligence quotient was positively correlated with knowledge scores and males had…

Around one-third of pupils in British schools take no part in extra-curricular activities. This article looks at the adequacy of extra-curricular provision from the pupil's viewpoint. (Author/MB)

Reports an analysis of the strength of several independent variables (sex, intelligence, dogmatism, socioeconomic status) as predictors of expressed negative reaction toward pre-Western Eskimo culture by fifth grade children. (CS)

The academic careers of three groups of children were followed from grade 1 to grade 12 to determine the effectiveness of early school admission criteria. Children with chronological ages of less than 5 years, 7 months could qualify for early admission into first grade if they achieved a mental age of six years on the Stanford Binet, Form L. Group…

This study examined the effects of family size on a sample of some 5000 students in Bayamon, Puerto Rico and examined the effects of family size and spacing on some 537 families in four suburban towns near Boston. It was found that there were major effects of both socio-economic status and religion on family size, but that the direction of the…

This study focuses on the effects of family size and spacing on intellectual, social, and personality development of children. The sample consisted of 533 suburban, middle class, large family (five or more) and small two child family children. The children, 233 boys and 300 girls, were teenagers attending either junior or senior high school.…

The replication, with 192 adults, of research concerning implicit intelligence theories suggested a simpler model of implicit theories than that proposed by R. I. Sternberg et al (1981). Using a sorting procedure, a second study (N=88 undergraduates) showed that people distinguish intelligent and unintelligent behaviors without distinguishing…

Investigated the impact of a multiple intelligences (MI) curriculum on elementary students, parents, and teachers. Classroom observations; teacher, parent, and student interviews; and parent surveys indicated that all respondents were very positive about the MI concept and about schoolwide implementation. Implementation of MI concepts was uneven…

Investigated whether attitudes toward school mathematics on mathematical achievement differed between low and high intelligence eighth-grade students in three Japanese schools (N=808). Results indicate that the attitude of low intelligence students is more important and it affects more in magnitude than that of high intelligence students. (JN)

Research indicates that less streaming of the grammar school ability band leads to social and academic gain for more pupils but with some loss in performance by the brightest boys. Perhaps too wide an ability range in the class would increase this loss intolerably. (Author)