NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072882
Record Type: Journal
Publication Date: 2005-Jul
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1037-2911
The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement from Parents' Perspectives
Chessor, Danuta; Whitton, Diana
Australian Journal of Guidance and Counselling, v15 n1 p93-104 Jul 2005
A degree of controversy and debate exists about the best educational experiences to fulfil the potential of gifted students. Special class placement can give good educational experiences and opportunities for gifted students. However, Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) where equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Self-concept is an important factor in determining academic achievement. The place of motivation in academic achievement is well documented (Ames, 1992; Ames & Archer, 1988; Blumenfeld, 1992; Dweck, 1986) and determined by mastery or performance-goal orientation (Dweck, 1986). The motivation will ultimately have a bearing on both achievement and self-concept. The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted primary school children in a variety of groupings from a parent's perspective.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A