Literaturnachweis - Detailanzeige
Autor/inn/en | Craven, Rhonda G.; Marsh, Herbert W.; Print, Murray |
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Titel | Gifted, streamed and mixed-ability programs for gifted students. Impact on self-concept, motivation, and achievement. |
Quelle | In: Australian journal of education, 44 (2000) 1, S. 51-75Infoseite zur Zeitschrift |
Beigaben | Literaturangaben 60; Tabellen 3 |
Sprache | englisch; englische Zusammenfassung |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0004-9441 |
Schlagwörter | Empirische Untersuchung; Forschung; Fragebogenerhebung; Skalierung; Vergleichsuntersuchung; Hochbegabung; Selbstkonzept; Test; Förderung; Spezialschule; Schüler; Schülerleistung; Leistungsmotivation; Unterricht; Forschungsstand; Leistung; Australien |
Abstract | Gifted and talented (GAT) students in a new regional selective GAT program were compared with GAT students in mixed ability and streamed classes. Outcomes were academic and non-academic self-concepts, motivation orientations, and achievement tests administered at the start and the end of the school year. Selective GAT students' gains were not significantly better than comparison GAT students' gain on any outcome. Selective GAT students' scores were significantly more negative for all fecets of academic self-concepts, but for all but one of the facets of non- academic self-concept, and for four of six motivational orientations, but did not differ from the comparison GAT students on achievement test scores. Comparisons of students in mixed ability and streamed setings were non-significant for 16 of 18 outcomes. The results did not support the intended outcomes of the selective GAT program ... but were consistent with previous self-concept theory and research. (DIPF/orig.) |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2001_(CD) |