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      • HARVEST
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      Psychosocial effects of gifted programming

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      Thesis_Jason_Jordan2.pdf (4.815Mb)
      Date
      2005-03-03
      Author
      Jordan, Jason J
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found “Big-Fish-Little-Pond” Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Psychology and Special Education
      Program
      Educational Psychology and Special Education
      Supervisor
      Schwean, Vicki L.
      Committee
      Wason-Ellam, Linda; Saklofske, Donald H.; Noonan, Brian
      Copyright Date
      March 2005
      URI
      http://hdl.handle.net/10388/etd-03152005-054204
      Subject
      life satisfaction
      congregated programming
      comparison to normal
      elementary gifted
      educational programming
      gender and gifted
      student life satisfaction
      MANOVA
      Big-Fish-Little-Pond
      classroom environment
      classroom climate
      academically talented
      program evaluation
      self-concept
      frame of reference
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      • Graduate Theses and Dissertations
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