TYPOLOGY OF ACADEMIC ABILITIES OF PRIMARY SCHOOL STUDENTS WITH DIFFERENT PERFORMANCE IN EDUCATION

Abstract

Aim of the study to determine the typology of academic ability of the middle school students. Methodology. The study used the Amthauer test to evaluate verbal, non-verbal (spatial) and mathematical intelligence for students in grades 7-9, a non-verbal subtest of the E. Torrens method, an adapted method for the psychodiagnostics of E. Deci and R. Ryan's academic self-regulation for students. In total, 331 pupils of 7-9 grades participated in the study (204 pupils study under the Intelligence of Ukraine project, 127 pupils of gymnasiums), including 189 academically successful pupils and 142 academically unsuccessful pupils aged 11-15. Results. Using cluster analysis, five profiles of academic abilities of successful pupils and three profiles of academically unsuccessful pupils were obtained. Conclusions. According to the results of a cluster analysis of academic abilities of successful and unsuccessful students of the middle school, a typology of academic abilities was obtained. Academically successful pupils are presented with five types of academic ability, characterized by different ratios of high levels of verbal, mathematical, and spatial intelligence, high or moderate levels of creativity, different levels of internal and external motivation, and high or moderately high overall and partial success. High academic performance is ensured by high intelligence in different ratios of creativity, motivation, partial and overall success. Academically unsuccessful pupils within the three typological profiles differ in the level of intelligence, motivation and partial success. Against the background of a sufficiently high level of intelligence with low motivation, or with insufficient intellectual talent against a background of high intrinsic motivation, or with a decrease in all parameters of academic ability, students have a decline in academic performance.