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Direct linkVogl, 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
