The impact of grouping gifted primary school students on self concept and achievement

Danuta Chessor, Diana Whitton

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Meeting the emotional and academic needs of gifted students in specialist or mainstream classrooms has been extensively researched. This study analysed data, from a group of gifted and talented students in a Metropolitan area of Sydney, on academic self-concept and reading and mathematics achievement. From this analysis the interrelationship of academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Results found that academic achievement was enhanced by selective class placement, whereas academic self-concept was diminished for both the experimental and control groups.
    Original languageEnglish
    Pages (from-to)7-22
    Number of pages16
    JournalTalentEd
    Volume25
    Issue number2
    Publication statusPublished - 2008

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