Accepting a Scholarly Identity: Gifted Students, Academic Crowd Membership, and Identification with School

Autor/inn/en	Cross, Jennifer Riedl; Bugaj, Stephen J.; Mammadov, Sakhavat
Titel	Accepting a Scholarly Identity: Gifted Students, Academic Crowd Membership, and Identification with School
Quelle	In: Journal for the Education of the Gifted, 39 (2016) 1, S.23-48 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353215624162
Schlagwörter	Academically Gifted; Middle School Students; Identification (Psychology); Group Membership; Grade 6; Grade 7; Grade 8; Correlation; Bullying; Victims; Multivariate Analysis; Social Attitudes; Student Surveys; Educational Environment; Questionnaires + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gruppenzugehörigkeit; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Mobbing; Victim; Opfer; Multivariate Analyse; Social attidude; Soziale Einstellung; Schülerbefragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen
Abstract	This study examined identification with school among middle school students and its relationship with academic crowd membership, a public expression of one's academic orientation. Of the 127 Grade 6 to 8 students in the sample, 55 reported participation in a gifted program; 44% of these gifted students did not claim affiliation with the academic crowd. There was a positive correlation between identification with school and the importance placed on membership for students in the academic crowd, both gifted and nongifted. The California Bully Victimization Scale was used to determine that no group was more likely to have been victimized. Cluster analysis of crowd memberships indicated that gifted students not in the academic crowd had few other crowd memberships, suggesting that middle school may be an important time to encourage a willingness to be viewed by peers as academically oriented through promoting identification with school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01