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dc.contributor.advisorMaker, C. J.en_US
dc.contributor.authorGALLAGHER, SHELAGH ANN
dc.creatorGALLAGHER, SHELAGH ANNen_US
dc.date.accessioned2013-05-16T09:53:19Zen
dc.date.available2013-05-16T09:53:19Zen
dc.date.issued1985en_US
dc.identifier.urihttp://hdl.handle.net/10150/292067en
dc.description.abstractThis was an investigation of 12 gifted and 12 randomly selected sixth grade students to determine relationships between levels of Overexcitability and scores on the Torrance Test of Creative Thinking and the California Achievement Test. Responses to the Overexcitability Questionnaire were compared to Torrance Test of Creative Thinking Verbal and Figural subtests via a Pearson r correlation and a Mann-Whitney test of significance. The Mann-Whitney was used to compare Overexcitability Questionnaire scores of high and low scoring subjects on the California Achievement Test Reading, Grammar, and Mathematics subtests; on gifted and random students; and on boys and girls in the two samples. Results of the Pearson r revealed no significant correlation between level of Overexcitability and Torrance Test of Creative Thinking subtests. Significant differences were found between high and low scorers on the creativity test and Imaginational and Psychomotor Overexcitabilities. Significant differences were also found between Intellectual Overexcitability scores of high and low Grammar and Reading California Achievement Test scores; and Intellectual, Imaginational, and Emotional Overexcitability scores and the Mathematics California Achievement Test subtest. Implications drawn from the results include the multidimensional nature of giftedness and the importance of meeting emotional needs of the gifted and talented.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Special.en_US
dc.titleA COMPARISON OF DABROWSKI'S CONCEPT OF OVEREXCITABILITIES WITH MEASURES OF CREATIVITY AND SCHOOL ACHIEVEMENT IN SIXTH GRADE STUDENTSen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1325050en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.nameM.A.en_US
refterms.dateFOA2018-08-30T04:43:46Z
html.description.abstractThis was an investigation of 12 gifted and 12 randomly selected sixth grade students to determine relationships between levels of Overexcitability and scores on the Torrance Test of Creative Thinking and the California Achievement Test. Responses to the Overexcitability Questionnaire were compared to Torrance Test of Creative Thinking Verbal and Figural subtests via a Pearson r correlation and a Mann-Whitney test of significance. The Mann-Whitney was used to compare Overexcitability Questionnaire scores of high and low scoring subjects on the California Achievement Test Reading, Grammar, and Mathematics subtests; on gifted and random students; and on boys and girls in the two samples. Results of the Pearson r revealed no significant correlation between level of Overexcitability and Torrance Test of Creative Thinking subtests. Significant differences were found between high and low scorers on the creativity test and Imaginational and Psychomotor Overexcitabilities. Significant differences were also found between Intellectual Overexcitability scores of high and low Grammar and Reading California Achievement Test scores; and Intellectual, Imaginational, and Emotional Overexcitability scores and the Mathematics California Achievement Test subtest. Implications drawn from the results include the multidimensional nature of giftedness and the importance of meeting emotional needs of the gifted and talented.


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