Affective Interventions for High-Ability Students from 1984-2015: A Review of Published Studies

Autor/in	Jen, Enyi
Titel	Affective Interventions for High-Ability Students from 1984-2015: A Review of Published Studies
Quelle	In: Journal of Advanced Academics, 28 (2017) 3, S.225-247 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X17715305
Schlagwörter	Intervention; High Achievement; Academic Ability; Literature Reviews; Affective Objectives; Gifted; Research Reports; Individual Counseling; Consultation Programs; Participant Characteristics; Search Strategies + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Research report; Forschungsbericht; Fachberatung; Suchstrategie
Abstract	A search of the literature, from 1984 to 2015, revealed that only 17 empirical studies of direct affective intervention with high-ability students exist in the field of gifted education. These selective 17 studies, with the justifiable data published alongside them, were analyzed. Five major findings included. First, there is a need for more empirical studies of the direct affective interventions in the field. Second, there is a call for more studies with similar research interests to examine the previous findings because almost no two studies have a similar research focus. Third, the contents of direct affective interventions need to be clearly defined so that the similar intervention could be replicated. Fourth, boys and girls preferred same-gender group and group leaders. Fifth, a variety of methods were used. It is a positive finding that researchers used a variety of methods to measure the outcomes of the direct affective interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01