School achievement in above average intelligence students

Abstract

The aim of this paper is to show to what extent students with high intellectual potential realize high school achievements also. It was analyzed the school success in the second cycle (subject teaching) of the students with above-average intelligence which was established during the younger school age. School success is discussed in relationto the level of achievement in academic skills and motor functioning. Method: The sample consisted of 61 pupils of both sexes aged 11.3 to 15 years with no neurological deficits, psychiatric disorders, somatic or sensory impairments and intellectual capacity ranging from 112 to 121 assessed by Raven’s Colored Progressive Matricesat the age of 7.3 to 11 years. At the same agewas determined the quality of writing, reading and computing by the Protocol for the assessment of basic academic skills and the level of motor functioning by the Protocol for the assessment of motor functioning. The school success was established at four years after the first test in the school year 2017/18. Results: In the overall sample were found 24.6% of the above-average intelligent who achieved maximum school achievements (5.00). At the same time there are 19.7% of those who did not achieve excellent school success and 11.5% of those who achieved mark 3 and lower in some subjects. Conclusion: In accordance with the results superior intelligence is not a guarantee of high school achievement on its own. In the context of maximizing the potential of above-average intelligent students there is an implicit need for support and additional intervention in different areas in the early years of schooling of these students.