Year: 2009
Type: dissertation
Study design: Observational Study
Abstract: The Big-Fish-Little-Pond Effect predicts gifted students educated in heterogeneous settings develop higher academic self-concept than those educated in homogeneous settings. Academic self-concept of students in multi-age classroom using the Primary Years International Baccalaureate Program (Primary IB) was compared to academic self-concept of students in single-aged classroom learning traditional curriculum. Data were collected (N=65) on third and fourth-graders using the Self-Description Questionaire (Marsh, 1992). It was hypothesized that gifted and non-gifted students educated in multi-age classrooms taught with Primary IB have higher academic self-concept than children in single age classrooms. Results of 2x2 ANOVA indicated no significant differences between gifted and non-gifted students in these settings. In this study, academic grouping and curriculum have no significant effect on student's academic self-concept.
Author: Valerie A. Beaman
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W15424766