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• W1152165887 abstract "AbstractThe Actiotope Model of Giftedness regards giftedness as a product of the interaction between the individual and the environment. The aim of this study is to evaluate the validity of the Questionnaire of Educational and Learning Capital (QELC) on 187 primary school students from Israel and to examine whether the and capitals of the students are associated with general intelligence and academic achievement. In the study correlations were found between social, infrastructural, didactic, organismic, actional, episodic and attentional capitals. No correlations were found, however, between general intelligence and other subscales of the QELC. The results of reliabilities and the two-factor CFA model affirmed the validity of the and using the Hebrew version of QELC.Keywords: giftedness, actiotope, QELC, general intelligence, academic achievementsIntroductionTraditional approaches advocate the perception that giftedness is related to internal entities (Ziegler & Baker, 2013). By contrast, ecological and systemic approaches consider not only the person but also the environment (Davidson, 2009). These models address not only the person's faculties but the impact of the environment to which the person functionally adapts (Gruber, Jansen, Marienhagen, & Altenmueller, 2010; Vicente & Wang, 1998; Ziegler, 2005). The Actiotope Model of Giftedness regards giftedness as a product of the interaction between the individual and the environment in which he or she acts (Ziegler & Baker, 2013; Ziegler, Stoeger & Grassinger, 2011; Ziegler, 2005).The Questionnaire of Educational and Learning Capital was developed to assess students' and based on the Actiotope Model of Giftedness (Vladut, Liu, Leana-Tascilar, Vialle & Ziegler, 2013). A cross-cultural validation study performed by Vladut et al. (2013) affirms that the QELC retains satisfactory psychometric properties as well as construct and concurrent validity. No study has yet addressed the and of students in Israel. The present study aimed to examine the validity of QELC in Israel and the possible links between the and capitals of the student's general intelligence and their academic achievements.Theoretical backgroundGiftedness is not only relative inherent to the individual, but also relative to the environment with which that individual actively interacts (Ziegler, Vialle, & Wimmer, 2013). The Actiotope Model addresses giftedness, or excellence, as the consequence of a large number of successful adaptations to environmental determinants (Ziegler, 2005). Therefore, individuals who have attained excellence are those with the most effective action repertoires at their disposal. Furthermore, to successfully pursue excellence in a particular domain a broader range of complex and challenging goals needs to be conquered (Ziegler, 2005; Ziegler, Vialle, & Wimmer, 2013).Both exogenous and endogenous resources are key factors in the pursuit of excellence. These resources were termed by Ziegler and Baker (2013) educational capital and learning capital, respectively. Educational implements external resources used to build up an effective action repertoire. Five forms of were distinguished by Ziegler and Baker (2013): economic, cultural, social, infrastructural, and didactic. Learning implements internal resources which refer exclusively to the individual and his/her ability to expand the scope of education and learning. Learning includes: organismic, actional, telic, episodic, and attentional resources (Ziegler, 2005).Educational capitalEconomic refers to every kind of wealth, property and money, as well as any other valuables, that can be used by the society to sustain and processes (Ziegler & Baker, 2013; p. …" @default.
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• W1152165887 date "2015-04-01" @default.
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• W1152165887 title "Validation Study of the Questionnaire of Educational and Learning Capital (QELC) in Israel" @default.
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