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ERIC Number: EJ1162623
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1359-8139
Effects of Full-Time and Part-Time High-Ability Programs on Developments in Students' Achievement Emotions
Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea
High Ability Studies, v28 n2 p199-224 2017
This study focused on effects of high-ability programs on students' achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4-6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time high-ability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A