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

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.