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ERIC Number: EJ1147427
Record Type: Journal
Publication Date: 2017-Aug
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1932-202X
Affective Interventions for High-Ability Students from 1984-2015: A Review of Published Studies
Jen, Enyi
Journal of Advanced Academics, v28 n3 p225-247 Aug 2017
A search of the literature, from 1984 to 2015, revealed that only 17 empirical studies of direct affective intervention with high-ability students exist in the field of gifted education. These selective 17 studies, with the justifiable data published alongside them, were analyzed. Five major findings included. First, there is a need for more empirical studies of the direct affective interventions in the field. Second, there is a call for more studies with similar research interests to examine the previous findings because almost no two studies have a similar research focus. Third, the contents of direct affective interventions need to be clearly defined so that the similar intervention could be replicated. Fourth, boys and girls preferred same-gender group and group leaders. Fifth, a variety of methods were used. It is a positive finding that researchers used a variety of methods to measure the outcomes of the direct affective interventions.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A