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Full-Time Ability Grouping of Gifted Students: Impacts on Social Self-Concept and School-Related Attitudes
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Vogl, Katharina; Preckel, Franzis – Gifted Child Quarterly, 2014
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…
Descriptors: Foreign Countries, Longitudinal Studies, Ability Grouping, Academically Gifted
Academically Gifted Students' Perceived Interpersonal Competence and Peer Relationships
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Lee, Seon-Young; Olszewski-Kubilius, Paula; Thomson, Dana Turner – Gifted Child Quarterly, 2012
Perceptions of the interpersonal competence and peer relationships of 1,526 gifted adolescents who had previously participated in academic gifted programs at the Center for Talent Development were examined, using an online survey. Major findings included that the gifted students had generally positive perceptions of their abilities to initiate,…
Descriptors: Academically Gifted, Peer Relationship, Talent Development, Interpersonal Competence
The Impact of Direct Involvement I and Direct Involvement II Experiences on Secondary School Students' Social Capital, as Measured by Co-Cognitive Factors of the Operation Houndstooth Intervention Theory
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Sands, Michelle M.; Heilbronner, Nancy N. – Gifted Child Quarterly, 2014
A mixed-methods study grounded in Renzulli's Operation Houndstooth Intervention Theory examined the impact of different types of volunteer experiences on the six co-cognitive factors (Optimism, Courage, Romance With a Topic/Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny) associated with the…
Descriptors: High School Students, Social Capital, Volunteers, Gifted