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The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement From Parents' Perspectives
Published online by Cambridge University Press: 23 February 2012
Abstract
A degree of controversy and debate exists about the best educational experiences to fulfil the potential of gifted students. Special class placement can give good educational experiences and opportunities for gifted students. However, Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) where equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Self-concept is an important factor in determining academic achievement. The place of motivation in academic achievement is well documented (Ames, 1992; Ames & Archer, 1988; Blumenfeld, 1992; Dweck, 1986) and determined by mastery or performance-goal orientation (Dweck, 1986). The motivation will ultimately have a bearing on both achievement and self-concept. The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted primary school children in a variety of groupings from a parent's perspective.
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- Journal of Psychologists and Counsellors in Schools , Volume 15 , Issue 1 , July 2005 , pp. 93 - 104
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- Copyright © Cambridge University Press 2005
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