Page 28 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 28
odoros P. Kokkinos, Aikaterini D. Gari, and Lavrentios G. Dellassoudas
Table 1 Factor Loadings for Principal Components Analysis with Direct Oblimin Rotation
Components () () ()
Speed of Textual Comprehension . . –.
Depth of Textual Comprehension . . –.
Speech Adaptability . .
Strong Interest in the Syllabus . –. .
Speech Accuracy . . –.
Perseverance . –. .
Extracurricular Reading . . .
Vocabulary Level . . –.
Independent Studying . . .
Restless Spirit . . .
Sense of Humour . . .
Nonconformity –. . –.
Originality of Responses . . .
Responsiveness to Higher Order Questioning . . –.
Interdisciplinary Connections . . .
Repeated Text Reviewing –. –. –.
Request for Advanced Reading Resources –. . .
Task Commitment . –. .
.
Notes Factors: (1) linguistic features (30.2), (2) creativity features (12.2), (3) motivation fea-
tures (8.9).
η2 = 0.05) and in Request for Advanced Reading Resources in favour of girls
(x2(1) = 5.162, p < 0.05, η2 = 0.06).
As far as school type is concerned statistically different mean ranks by
school type (General Public, Public Experimental and Private) were observed
between the three groups in responsiveness to Problem Solving Questions
(x2(2) = 6.326, p < 0.05, η2 = 0.07), in Non Conformity (x2(2) = 6.881, p < 0.05,
η2 = 0.08), in Strong Interest in the Syllabus (x2(2) = 6.613, p < 0.05, η2 = 0.07)
and in Extracurricular Reading (x2(2) = 6.674, p < 0.05, η2 = 0.07). According
to post hoc comparisons of the Kruskal-Wallis H, significant differences be-
tween students of general public and private schools were found in favour
of private schools’ students for responsiveness to Problem Solving Questions
(x2(1) = 4.425, p < 0.05, η2 = 0.059), Restless Spirit (x2(1) = 4.134, p < 0.05, η2 =
0.05), Non Conformity (x2(1) = 6.875, p < 0.05, η2 = 0.091) and Vocabulary Level
(x2(1) = 4.258, p < 0.05, η2 = 0.05). Additionally, between General Public and
Public Experimental schools significant differences were found in favour of
General Public school students’ only for the Strong Interest in the Syllabus
(x2(1) = 5.887, p < 0.05, η2 = 0.07).
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Table 1 Factor Loadings for Principal Components Analysis with Direct Oblimin Rotation
Components () () ()
Speed of Textual Comprehension . . –.
Depth of Textual Comprehension . . –.
Speech Adaptability . .
Strong Interest in the Syllabus . –. .
Speech Accuracy . . –.
Perseverance . –. .
Extracurricular Reading . . .
Vocabulary Level . . –.
Independent Studying . . .
Restless Spirit . . .
Sense of Humour . . .
Nonconformity –. . –.
Originality of Responses . . .
Responsiveness to Higher Order Questioning . . –.
Interdisciplinary Connections . . .
Repeated Text Reviewing –. –. –.
Request for Advanced Reading Resources –. . .
Task Commitment . –. .
.
Notes Factors: (1) linguistic features (30.2), (2) creativity features (12.2), (3) motivation fea-
tures (8.9).
η2 = 0.05) and in Request for Advanced Reading Resources in favour of girls
(x2(1) = 5.162, p < 0.05, η2 = 0.06).
As far as school type is concerned statistically different mean ranks by
school type (General Public, Public Experimental and Private) were observed
between the three groups in responsiveness to Problem Solving Questions
(x2(2) = 6.326, p < 0.05, η2 = 0.07), in Non Conformity (x2(2) = 6.881, p < 0.05,
η2 = 0.08), in Strong Interest in the Syllabus (x2(2) = 6.613, p < 0.05, η2 = 0.07)
and in Extracurricular Reading (x2(2) = 6.674, p < 0.05, η2 = 0.07). According
to post hoc comparisons of the Kruskal-Wallis H, significant differences be-
tween students of general public and private schools were found in favour
of private schools’ students for responsiveness to Problem Solving Questions
(x2(1) = 4.425, p < 0.05, η2 = 0.059), Restless Spirit (x2(1) = 4.134, p < 0.05, η2 =
0.05), Non Conformity (x2(1) = 6.875, p < 0.05, η2 = 0.091) and Vocabulary Level
(x2(1) = 4.258, p < 0.05, η2 = 0.05). Additionally, between General Public and
Public Experimental schools significant differences were found in favour of
General Public school students’ only for the Strong Interest in the Syllabus
(x2(1) = 5.887, p < 0.05, η2 = 0.07).
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