Publikation: Ability grouping of gifted students : effects on academic self-concept and boredom
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2010
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British Journal of Educational Psychology. 2010, 80(3), pp. 451-472. Available under: doi: 10.1348/000709909X480716
Zusammenfassung
In this paper, we examine the effects of full-time ability grouping on students academic self-evaluations and their experiences of boredom in class within special classes for the gifted. The effect of ability grouping on the academic self-concept of gifted students has been investigated in several studies. Our study addresses a less frequently observed angle of this line of research by focusing on changes in academic self concept over time (longitudinal approach). In addition, our study enhances research on the effects of ability grouping by taking into account the academic emotion of boredom within the classroom. To our knowledge, boredom has not yet been studied in the context of ability grouping of the gifted. This is surprising because preventing boredom and providing gifted students with appropriate academic challenge are frequently mentioned reasons to justify ability grouping gifted students into special classrooms (e.g., Plucker et al., 2004; Rogers, 2007).
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
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Academic self-concept, Boredom
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PRECKEL, Franzis, Thomas GÖTZ, Anne C. FRENZEL, 2010. Ability grouping of gifted students : effects on academic self-concept and boredom. In: British Journal of Educational Psychology. 2010, 80(3), pp. 451-472. Available under: doi: 10.1348/000709909X480716BibTex
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pages={451--472},
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