A Cross-Cultural Study of Possible Iatrogenic Effects of Gifted Education Programs: Tenth Graders' Perceptions of Academically High Performing Classmates

Autor/inn/en	Oh, Hyerim; Sutherland, Margaret; Stack, Niamh; Badia Martín, Maria del Mar; Blumen, Sheyla; Nguyen, Quoc Anh-Thu; Wormald, Catherine; Maakrun, Julie; Ziegler, Albert
Titel	A Cross-Cultural Study of Possible Iatrogenic Effects of Gifted Education Programs: Tenth Graders' Perceptions of Academically High Performing Classmates
Quelle	In: High Ability Studies, 26 (2015) 1, S.153-166 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2015.1044080
Schlagwörter	Foreign Countries; Cross Cultural Studies; Gifted; Special Education; Grade 10; Student Attitudes; High Achievement; Peer Acceptance; High School Students; Australia; Peru; South Korea; Spain; United Kingdom (Great Britain); Vietnam + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Begabter, Hoch Begabter; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Australien; Korea; Republik; Spanien
Abstract	Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students' perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01