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Catalogue Information
Field name	Details
Nuova numerazione	80468
Collocazione	UPS BIBL CENTR SL-II-665
Autore	PRECKEL, F.
Titolo	High‐ability grouping : benefits for gifted students’ achievement development without costs in academic self‐concept. Parte componente di periodico
Descrizione fisica	pp. 1185-1201.
Nota generale	Estratto da: Child Development 2019, 90, 4.
Riassunto	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.
Tipo di documento	RICERCA.
Soggetto	GERMANIA.
	AUTOFORMAZIONE.
	PERFORMANCE.
	DIFFERENZA SOCIALE.
	CONCETTO DI SÉ.
	RENDIMENTO.
	APPRENDIMENTO.
	STATUS ECONOMICO.
	MOTIVAZIONE.
	ABILITÀ.
	DIFFERENZA ETÀ.
Ambito	Psicologico
Autore Secondario	SCHMIDT, I.
	STUMPF , E.
	MOTSCHENBACHER, M.
	VOGL, K.
	SCHERRER, V.
	SCHNEIDER, W.
Titolo correlato	Child Development 2019, 90, 4.
Accesso online	Accesso diretto all' articolo

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High‐ability grouping : benefits for gifted students’ achievement development without costs in academic self‐concept.