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dc.contributor.advisorSchwean, Vicki L.en_US
dc.creatorJordan, Jason Jen_US
dc.date.accessioned2005-03-15T05:42:04Zen_US
dc.date.accessioned2013-01-04T04:26:43Z
dc.date.available2006-03-16T08:00:00Zen_US
dc.date.available2013-01-04T04:26:43Z
dc.date.created2005-03en_US
dc.date.issued2005-03-03en_US
dc.date.submittedMarch 2005en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-03152005-054204en_US
dc.description.abstractGifted 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.en_US
dc.language.isoen_USen_US
dc.subjectlife satisfactionen_US
dc.subjectcongregated programmingen_US
dc.subjectcomparison to normalen_US
dc.subjectelementary gifteden_US
dc.subjecteducational programmingen_US
dc.subjectgender and gifteden_US
dc.subjectstudent life satisfactionen_US
dc.subjectMANOVAen_US
dc.subjectBig-Fish-Little-Ponden_US
dc.subjectclassroom environmenten_US
dc.subjectclassroom climateen_US
dc.subjectacademically talenteden_US
dc.subjectprogram evaluationen_US
dc.subjectself-concepten_US
dc.subjectframe of referenceen_US
dc.titlePsychosocial effects of gifted programmingen_US
thesis.degree.departmentEducational Psychology and Special Educationen_US
thesis.degree.disciplineEducational Psychology and Special Educationen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberWason-Ellam, Lindaen_US
dc.contributor.committeeMemberSaklofske, Donald H.en_US
dc.contributor.committeeMemberNoonan, Brianen_US


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