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
Quelle	In: Gifted Child Quarterly, 58 (2014) 1, S.51-68 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986213513795
Schlagwörter	Foreign Countries; Longitudinal Studies; Ability Grouping; Academically Gifted; Self Concept; Student Attitudes; Elementary School Students; Multivariate Analysis; Cognitive Ability; Predictor Variables; Assertiveness; Student Interests; Teacher Student Relationship; Adjustment (to Environment); Social Development; Emotional Development; Measures (Individuals); Educational Attitudes; Correlation; Germany + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Homogene Gruppierung; Niveaugruppierung; Streaming; Selbstkonzept; Schülerverhalten; Multivariate Analyse; Denkfähigkeit; Prädiktor; Studieninteresse; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Entwicklung; Gefühlsbildung; Messdaten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Korrelation; Deutschland
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, we 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 paralleled for cognitive ability, sex, socioeconomic status, and school. By doing so, we studied 99 "statistical twins" ("N" = 198) from the beginning of fifth grade to the middle of sixth grade. Data were analyzed through repeated-measures multivariate analysis of covariance (within-subject factor: time; between-subject factors: 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 initially 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10