High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.

• Autores: Franzis Preckel, Isabelle Schmidt, Eva Stumpf, Monika Motschenbacher, Katharina Vogl, Vsevolod Scherrer, Wolfgang Schneider
• Localización: Child development, ISSN 0009-3920, Vol. 90, Nº. 4, 2019, págs. 1185-1201
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. [ABSTRACT FROM AUTHOR]