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.

Library of Congress Subject Headings

Gifted children--Psychology; Students--Self-rating of; Self-perception in children; Nongraded schools; Classroom environment

Publication Date

6-8-2009

Document Type

Thesis

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Merydith, Scott

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: BF723.G5 B43 2009

Campus

RIT – Main Campus

Download

Share

COinS