Academic Adjustment of Gifted and Non-Gifted Ninth-, Tenth-, Eleventh-, and Twelfth-Grade Students Placed in Accelerated Mathematics Courses

Autor/in	Speer, Emily M.
Titel	Academic Adjustment of Gifted and Non-Gifted Ninth-, Tenth-, Eleventh-, and Twelfth-Grade Students Placed in Accelerated Mathematics Courses
Quelle	(2013), (130 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Neumann University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-8878-8
Schlagwörter	Hochschulschrift; Dissertation; Student Adjustment; Academically Gifted; Grade 9; Grade 10; Grade 11; Grade 12; High School Students; Acceleration (Education); Secondary School Mathematics; Student Attitudes; Student Motivation; Self Concept; Goal Orientation; Student Surveys; Statistical Analysis; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Oberschule; Acceleration; Beschleunigung; Schülerverhalten; Schulische Motivation; Selbstkonzept; Zielorientierung; Zielvorstellung; Schülerbefragung; Statistische Analyse; Korrelation
Abstract	This study investigated the academic adjustment of gifted and non-gifted ninth-, tenth-, eleventh-, and twelfth-grade students placed in accelerated mathematics courses. Using Van Eman's research, the investigation of the social and emotional effects of mathematics acceleration through academic adjustment included the following positive indicators of academic adjustment: "1) attitudes toward school, 2) attitudes toward teachers and classes, 3) motivation and self-regulation, 4) academic self-perception, and 5) goal valuation" (Van Eman, 2009, p. 8). For this study, 156 students were given the Student Attitude Assessment Survey-Revised, which surveyed the academic adjustment of the students. The results for the overall academic adjustment and for each category of academic adjustment of gifted and non-gifted accelerated mathematics students were compared using a t-test for equality of means (parametric data), the Mann-Whitney U test (non-parametric data), and Spearman's correlation (non-parametric data). The results showed no statistically significant difference between any of the test results, and both null hypotheses had to be accepted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01