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Ability grouping of gifted students: effects on academic self-concept and boredom.
Br J Educ Psychol. 2010 Sep; 80(Pt 3):451-72.BJ

Abstract

BACKGROUND

Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or big-fish-little-pond effect).

AIM

The effects of full-time ability grouping in special classrooms for the gifted on students' academic self-concept and their experience of boredom in mathematics classes were investigated.

SAMPLE

The sample comprised 186 ninth-grade students (106 male) from eight classes at one Austrian high school. Four of these classes were part of a gifted track beginning from school year 9 on (N=93).

METHOD

Students were assessed repeatedly within the first half of the school year, three times via self-report questionnaires and once by applying a standardized IQ-test.

RESULTS AND CONCLUSIONS

Students in gifted classes reported a decrease in maths academic self-concept which was most pronounced early in the academic year. Interventions to counterbalance the negative effect of exposure to a high-ability reference group should therefore be implemented when ability grouping begins. No evidence for the boredom hypothesis was found (higher levels of boredom among gifted students in regular classes). However, students clearly differed in the reasons they stated for experiencing boredom. Boredom attributions changed over time and supported the assumption that gifted classes provide more appropriate levels of challenge.

Authors+Show Affiliations

Department of Psychology, University of Trier, Giftedness Research and Education, Germany. preckel@uni-trier.deNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

20078929

Citation

Preckel, Franzis, et al. "Ability Grouping of Gifted Students: Effects On Academic Self-concept and Boredom." The British Journal of Educational Psychology, vol. 80, no. Pt 3, 2010, pp. 451-72.
Preckel F, Götz T, Frenzel A. Ability grouping of gifted students: effects on academic self-concept and boredom. Br J Educ Psychol. 2010;80(Pt 3):451-72.
Preckel, F., Götz, T., & Frenzel, A. (2010). Ability grouping of gifted students: effects on academic self-concept and boredom. The British Journal of Educational Psychology, 80(Pt 3), 451-72. https://doi.org/10.1348/000709909X480716
Preckel F, Götz T, Frenzel A. Ability Grouping of Gifted Students: Effects On Academic Self-concept and Boredom. Br J Educ Psychol. 2010;80(Pt 3):451-72. PubMed PMID: 20078929.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Ability grouping of gifted students: effects on academic self-concept and boredom. AU - Preckel,Franzis, AU - Götz,Thomas, AU - Frenzel,Anne, Y1 - 2010/01/16/ PY - 2010/1/19/entrez PY - 2010/1/19/pubmed PY - 2010/10/19/medline SP - 451 EP - 72 JF - The British journal of educational psychology JO - Br J Educ Psychol VL - 80 IS - Pt 3 N2 - BACKGROUND: Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or big-fish-little-pond effect). AIM: The effects of full-time ability grouping in special classrooms for the gifted on students' academic self-concept and their experience of boredom in mathematics classes were investigated. SAMPLE: The sample comprised 186 ninth-grade students (106 male) from eight classes at one Austrian high school. Four of these classes were part of a gifted track beginning from school year 9 on (N=93). METHOD: Students were assessed repeatedly within the first half of the school year, three times via self-report questionnaires and once by applying a standardized IQ-test. RESULTS AND CONCLUSIONS: Students in gifted classes reported a decrease in maths academic self-concept which was most pronounced early in the academic year. Interventions to counterbalance the negative effect of exposure to a high-ability reference group should therefore be implemented when ability grouping begins. No evidence for the boredom hypothesis was found (higher levels of boredom among gifted students in regular classes). However, students clearly differed in the reasons they stated for experiencing boredom. Boredom attributions changed over time and supported the assumption that gifted classes provide more appropriate levels of challenge. SN - 0007-0998 UR - https://www.unboundmedicine.com/medline/citation/20078929/Ability_grouping_of_gifted_students:_effects_on_academic_self_concept_and_boredom_ L2 - https://doi.org/10.1348/000709909X480716 DB - PRIME DP - Unbound Medicine ER -