Self-concept and social status of accelerated and nonaccelerated students in the first 2 years of secondary school in the Netherlands

• Autores: Lianne Hoogeveen, Janet G. van Hell, Ludo Verhoeven
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 53, Nº 1, 2009, págs. 50-67
• Idioma: inglés
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• Dialnet Métricas: 5 Citas
• Resumen

  • This study examined the self-concept and social status of accelerated and nonaccelerated students in their first 2 years of secondary school in the Netherlands. In 357 students from 18 secondary schools, we measured selfconcept, sociometric status, and behavior reputations at three times. Accelerated students had more positive selfconcepts concerning school in general and mathematics than nonaccelerated students, but a less positive social self-concept. In girls but not in boys, the difference in social self-concept of accelerated and nonaccelerated students was no longer present at the end of the 2nd year. Accelerated students had a lower social status than nonaccelerants and were considered to be less cooperative, humorous, helpful, leading, and social. peer ratings were more negative for accelerated boys than for accelerated girls. Implications for the education of accelerated students, including the social emotional development of accelerated students in their 1st years of secondary school, are discussed.