Literaturnachweis - Detailanzeige
| Autor/inn/en | Rothenbusch, Sandra; Zettler, Ingo; Voss, Thamar; Lösch, Thomas; Trautwein, Ulrich |
|---|---|
| Titel | Exploring reference group effects on teachers' nominations of gifted students. |
| Quelle | In: Journal of educational psychology, 108 (2016) 6, S. 883-897Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Bezugsgruppe; Einstellung (Psy); Hochbegabung; Intelligenz (Psy); Lehrer; Wahlverhalten; Hochbegabung; Bezugsgruppe; Lehrer; Wahlverhalten |
| Abstract | Explored reference group effects on teachers' nominations of gifted students. It is hypothesized that when students' individual fluid and crystallized intelligence scores were similar, students from classes with higher average levels of intelligence would have a lower probability of being nominated for an enrichment program for gifted children than students from classes with lower average levels of intelligence. Furthermore, this study investigated whether three teacher variables - experience with giftedness, beliefs about the changeability of intelligence, and the belief that giftedness is holistic or domain-specific - have an influence the expected reference group effect. 105 teachers (mean age 44 years) and 1,468 of their (German) third-grade students (mean age 8 years) participated. Measures included the Socio-Economic Index of Occupation Status (ISEI-08), the Berlin Test of Fluid and Crystallized Intelligence (BEFKI 8-10), and the Theories of Intelligence Scale-Self Form for Adults. Results showed support not only for a positive association between students' individual intelligence scores and the probability that students would be nominated as gifted but also, more importantly, for the proposed reference group effect. When controlling for individual levels of intelligence, students' probability of being nominated was higher in classes with lower average levels of intelligence. In addition, the results showed that this reference group effect was stronger when teachers saw giftedness as holistic rather than domain specific. Also, depending on teachers' kinds of experience with giftedness, the reference group effect varied in size. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2018/1 |
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