Detail The Effects of Educational Context on Individual Difference Variables, Self-Perceptions of Giftedness, and School Attitudes in Gifted Adolescents (in Journal of Youth and Adolescence, Vol. 28, No. 6) Bibliografi Author: Zeidner, Moshe ; Schleyer, Esther Jane Topik: Gifted Adolescents; Giftedness; Gifted children Bahasa: (EN )     Penerbit: Springer     Tempat Terbit: The Netherlands    Tahun Terbit: 1999     Jenis: Article - diterbitkan di jurnal ilmiah internasional Fulltext: 5.pdf (990.54KB; 9 download) [Informasi yang berkaitan dengan koleksi ini di internet] Abstract This study examined the effects of educational context on affective outcomes in a sample of 743 gifted Israeli adolescent students. Educational context (special gifted classes versus regular classes—with one day pull-out program) was hypothesized to predict context-sensitive personal variables and labeling of giftedness in the direction of better student personal-social adjustment and more favorable selfperceptions of giftedness in regular compared to special gifted classes. By contrast, students in special classes were predicted to show more positive school attitudes and better overall satisfaction with school than their mainstreamed counterparts. Analyses of the data showed that gifted adolescents in regular classes revealed a more positive personal-social profile than gifted mainstreamed students, showing lower test anxiety, a higher academic self-concept, and more positive perceptions of their giftedness. By contrast, students in special gifted classes held more favorable school attitudes and were more satisfied with their school environment in comparison to their mainstreamed counterparts. Overall, these data support the research hypotheses and point to a differential pattern of relationships between school program and personal-social adjustment, on one hand, and school attitudes and satisfaction, on the other. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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