High-achieving students in mathematics: A heterogeneous group

Learning and Individual Differences, vol. 119, pp. 102629

Abstract

Although high-achieving students in mathematics are often regarded as a homogeneous group, there may be differences within this group. This study used a person-centred approach to investigate quantitative and qualitative differences between 625 high-achieving students (top 20 %) of Grades 3–6 in the Netherlands. Latent profile analyses were conducted based on a range of cognitive (nonverbal intelligence, verbal working memory and visual-spatial working memory), motivational (interest, perceived competence, and anxiety), and mathematics achievement (general mathematics achievement and arithmetic fluency) measures. Per grade, two to four latent profiles emerged (e.g., in Grade 3: ‘relatively low on all variables’, ‘relatively uninterested very high achievers’ and ‘motivated’). While the variation on all variables was substantial, motivational variables contributed most to the distinction between the profiles. This heterogeneity among high-achievers implies that high-achieving students may have diverse educational needs to flourish and reach their full mathematical potential. • High-achievers in mathematics are often regarded as a homogeneous group in research. • This study shows there is substantial heterogeneity among high-achieving students. • Students differ in level and pattern of math achievement, cognition and motivation. • Motivational variables contribute most to the heterogeneity. • High-achieving boys and girls are mostly distributed equally across the profiles.

Authors 3

1. Emilie J. Prast Aachen Institute of Education and Child Studies Faculty of Social and Behavioural Sciences

   Leiden University

   Affiliation as printed

   Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, the Netherlands

2. Marian Hickendorff corresponding Aachen Institute of Education and Child Studies Faculty of Social and Behavioural Sciences

   Leiden University

   Affiliation as printed

   Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, the Netherlands

3. Eva van de Weijer‐Bergsma

   Utrecht University

   Affiliation as printed

   Department of Pedagogical and Educational Sciences, Utrecht University, P.O. Box 80140, 3508 TC Utrecht, the Netherlands