Full-time ability grouping of gifted Students: Impacts on social self-concept and school-related attitudes.

Autor/inn/en	Vogl, Katharina; Preckel, Franzis
Titel	Full-time ability grouping of gifted Students: Impacts on social self-concept and school-related attitudes. Gefälligkeitsübersetzung: Vollzeit-Fähigkeitsgruppierung von talentierten Schülern: Einflüsse auf das soziale Selbstkonzept und schulbezogene Einstellungen.
Quelle	In: Gifted child quarterly, 58 (2014) 1, S. 51-68Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0016-9862; 1934-9041
DOI	10.1177/0016986213513795
Schlagwörter	Soziale Anerkennung; Einstellung (Psychologie); Selbstbewusstsein; Selbstkonzept; Zwischenmenschliche Beziehung; Lehrer; Lehrer-Schüler-Interaktion; Fähigkeitsgruppierung; Hoch Begabter
Abstract	Positive socioemotional outcomes and developments represent important educational goals. Full-time ability grouping of gifted students has been criticized for potentially detrimental socioemotional effects. Therefore, in the present longitudinal study, the authors investigated whether or not social self-concepts and school-related attitudes and beliefs are affected by full-time ability grouping of the gifted. Students in regular classes and students in special classes for the gifted were matched for cognitive ability, sex, socioeconomic status, and school. Thus, 99 statistical "twins" (N = 198) were studied from the beginning of fifth grade to the middle of sixth grade. Data were analyzed using repeated-measures multivariate analysis of covariance with the within-subject factor of time and with the between-subject factors of class type (gifted vs regular) and cognitive ability as covariate. Cognitive ability had hardly any effect on the variables under study. Attending a gifted class had initial positive effects on students' social self-concept of acceptance but no effects on social self-concept of assertiveness. Moreover, children in gifted classes exhibited more interest in school and reported better student-teacher relationships than their counterparts in regular classes. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3