UnivTrevesV1, Istex, Corpus, bibRecord, 001664

Ability grouping of gifted students: Effects on academic self‐concept and boredom

Identifieur interne : 001664 ( Istex/Corpus ); précédent : 001663; suivant : 001665

Ability grouping of gifted students: Effects on academic self‐concept and boredom

Auteurs : Franzis. Preckel ; Thomas. Götz ; Anne. Frenzel

Source :

British Journal of Educational Psychology [ 0007-0998 ] ; 2010-09.

RBID : ISTEX:0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC

Abstract

Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self‐concept (contrast or big‐fish‐little‐pond effect).

Url:

https://api.istex.fr/document/0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC/fulltext/pdf

DOI: 10.1348/000709909X480716

Links to Exploration step

ISTEX:0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC

Le document en format XML

<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Ability grouping of gifted students: Effects on academic self‐concept and boredom</title>
<author><name sortKey="Preckel, Franzis" sort="Preckel, Franzis" uniqKey="Preckel F" first="Franzis." last="Preckel">Franzis. Preckel</name>
<affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation>
</affiliation>
<affiliation><mods:affiliation>E-mail: preckel@uni‐trier.de</mods:affiliation>
</affiliation>
</author>
<author><name sortKey="Gotz, Thomas" sort="Gotz, Thomas" uniqKey="Gotz T" first="Thomas." last="Götz">Thomas. Götz</name>
<affiliation><mods:affiliation>University of Konstanz, Germany</mods:affiliation>
</affiliation>
<affiliation><mods:affiliation>Thurgau University of Teacher Education, Kreuzlingen, Switzerland</mods:affiliation>
</affiliation>
</author>
<author><name sortKey="Frenzel, Anne" sort="Frenzel, Anne" uniqKey="Frenzel A" first="Anne." last="Frenzel">Anne. Frenzel</name>
<affiliation><mods:affiliation>LM University of Munich, Germany</mods:affiliation>
</affiliation>
</author>
</titleStmt>
<publicationStmt><idno type="wicri:source">ISTEX</idno>
<idno type="RBID">ISTEX:0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC</idno>
<date when="2010" year="2010">2010</date>
<idno type="doi">10.1348/000709909X480716</idno>
<idno type="url">https://api.istex.fr/document/0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC/fulltext/pdf</idno>
<idno type="wicri:Area/Istex/Corpus">001664</idno>
<idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001664</idno>
</publicationStmt>
<sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Ability grouping of gifted students: Effects on academic self‐concept and boredom</title>
<author><name sortKey="Preckel, Franzis" sort="Preckel, Franzis" uniqKey="Preckel F" first="Franzis." last="Preckel">Franzis. Preckel</name>
<affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation>
</affiliation>
<affiliation><mods:affiliation>E-mail: preckel@uni‐trier.de</mods:affiliation>
</affiliation>
</author>
<author><name sortKey="Gotz, Thomas" sort="Gotz, Thomas" uniqKey="Gotz T" first="Thomas." last="Götz">Thomas. Götz</name>
<affiliation><mods:affiliation>University of Konstanz, Germany</mods:affiliation>
</affiliation>
<affiliation><mods:affiliation>Thurgau University of Teacher Education, Kreuzlingen, Switzerland</mods:affiliation>
</affiliation>
</author>
<author><name sortKey="Frenzel, Anne" sort="Frenzel, Anne" uniqKey="Frenzel A" first="Anne." last="Frenzel">Anne. Frenzel</name>
<affiliation><mods:affiliation>LM University of Munich, Germany</mods:affiliation>
</affiliation>
</author>
</analytic>
<monogr></monogr>
<series><title level="j">British Journal of Educational Psychology</title>
<idno type="ISSN">0007-0998</idno>
<idno type="eISSN">2044-8279</idno>
<imprint><publisher>Blackwell Publishing Ltd</publisher>
<pubPlace>Oxford, UK</pubPlace>
<date type="published" when="2010-09">2010-09</date>
<biblScope unit="volume">80</biblScope>
<biblScope unit="issue">3</biblScope>
<biblScope unit="page" from="451">451</biblScope>
<biblScope unit="page" to="472">472</biblScope>
</imprint>
<idno type="ISSN">0007-0998</idno>
</series>
<idno type="istex">0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC</idno>
<idno type="DOI">10.1348/000709909X480716</idno>
<idno type="ArticleID">BJEP353</idno>
</biblStruct>
</sourceDesc>
<seriesStmt><idno type="ISSN">0007-0998</idno>
</seriesStmt>
</fileDesc>
<profileDesc><textClass></textClass>
<langUsage><language ident="en">en</language>
</langUsage>
</profileDesc>
</teiHeader>
<front><div type="abstract">Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self‐concept (contrast or big‐fish‐little‐pond effect).</div>
</front>
</TEI>
<istex><corpusName>wiley</corpusName>
<author><json:item><name>Franzis. Preckel</name>
<affiliations><json:string>University of Trier, Germany</json:string>
<json:string>E-mail: preckel@uni‐trier.de</json:string>
</affiliations>
</json:item>
<json:item><name>Thomas. Götz</name>
<affiliations><json:string>University of Konstanz, Germany</json:string>
<json:string>Thurgau University of Teacher Education, Kreuzlingen, Switzerland</json:string>
</affiliations>
</json:item>
<json:item><name>Anne. Frenzel</name>
<affiliations><json:string>LM University of Munich, Germany</json:string>
</affiliations>
</json:item>
</author>
<articleId><json:string>BJEP353</json:string>
</articleId>
<language><json:string>eng</json:string>
</language>
<originalGenre><json:string>article</json:string>
</originalGenre>
<qualityIndicators><score>7.088</score>
<pdfVersion>1.6</pdfVersion>
<pdfPageSize>612 x 850 pts</pdfPageSize>
<refBibsNative>true</refBibsNative>
<abstractCharCount>353</abstractCharCount>
<pdfWordCount>9897</pdfWordCount>
<pdfCharCount>63220</pdfCharCount>
<pdfPageCount>22</pdfPageCount>
<abstractWordCount>49</abstractWordCount>
</qualityIndicators>
<title>Ability grouping of gifted students: Effects on academic self‐concept and boredom</title>
<refBibs><json:item><author><json:item><name>T. W. Acee</name>
</json:item>
<json:item><name>H. Kim</name>
</json:item>
<json:item><name>H. J. Kim</name>
</json:item>
<json:item><name>J. I. Kim</name>
</json:item>
<json:item><name>H. R. Chu</name>
</json:item>
<json:item><name>M. Kim</name>
</json:item>
<json:item><name>F. W. Wicker</name>
</json:item>
</author>
<host><volume>35</volume>
<pages><last>27</last>
<first>17</first>
</pages>
<issue>1</issue>
<author></author>
<title>Contemporary Educational Psychology</title>
</host>
<title>Academic boredom in under‐ and over‐challenging situations</title>
</json:item>
<json:item><author><json:item><name>A. Amos</name>
</json:item>
<json:item><name>S. Wiltshire</name>
</json:item>
<json:item><name>S. Haw</name>
</json:item>
<json:item><name>A. McNeill</name>
</json:item>
</author>
<host><volume>21</volume>
<pages><last>191</last>
<first>181</first>
</pages>
<author></author>
<title>Health Education Research</title>
</host>
<title>Ambivalence and uncertainty: Experiences of and attitudes toward addiction and smoking cessation in the mid‐to‐late teens</title>
</json:item>
<json:item><author><json:item><name>M. H. Anshel</name>
</json:item>
</author>
<host><volume>14</volume>
<pages><last>310</last>
<first>283</first>
</pages>
<author></author>
<title>Journal of Sport Behavior</title>
</host>
<title>A survey of elite athletes on the perceived causes of using banned drugs in sport</title>
</json:item>
<json:item><author><json:item><name>L. Bearden</name>
</json:item>
<json:item><name>W. Spencer</name>
</json:item>
<json:item><name>J. Moracco</name>
</json:item>
</author>
<host><volume>37</volume>
<pages><last>120</last>
<first>113</first>
</pages>
<author></author>
<title>School Counselor</title>
</host>
<title>A study of high school dropouts</title>
</json:item>
<json:item><author><json:item><name>A. Blaszcsynski</name>
</json:item>
<json:item><name>N. McConaghy</name>
</json:item>
<json:item><name>A. Frankova</name>
</json:item>
</author>
<host><volume>67</volume>
<pages><last>42</last>
<first>35</first>
</pages>
<author></author>
<title>Psychological Reports</title>
</host>
<title>Boredom proneness in psychopathological gambling</title>
</json:item>
<json:item><author><json:item><name>M. Bong</name>
</json:item>
</author>
<host><volume>93</volume>
<pages><last>34</last>
<first>23</first>
</pages>
<author></author>
<title>Journal of Educational Psychology</title>
</host>
<title>Between‐ and within‐domain relations of academic motivation among middle and high school students: Self‐efficacy, task‐value and achievement goals</title>
</json:item>
<json:item><host><author></author>
<title>Akademisches Selbstkonzept und Bezugsgruppenwechsel: Eine Untersuchung von Kontrast‐ und Assimilationseffekten sowie von Einflussfaktoren auf Veränderungen im akademischen Selbstkonzept bei überdurchschnittlich begabten Kindern nach einem Bezugs gruppenwechsel [Academic self‐concept and change of reference group: Studying contrast‐ and assimilation‐effects and factors that influence self‐concept changes after changing the reference group]</title>
</host>
</json:item>
<json:item><author><json:item><name>K. A. P. Burleson</name>
</json:item>
</author>
<host><volume>66</volume>
<pages><first>1195</first>
</pages>
<author></author>
<title>Dissertation Abstracts International: Section B: The Sciences and Engineering</title>
</host>
<title>Social comparisons at gifted schools for the arts: Qualifications for the big fish little pond effect</title>
</json:item>
<json:item><author><json:item><name>R. B. Cialdini</name>
</json:item>
<json:item><name>R. J. Borden</name>
</json:item>
<json:item><name>A. Thorne</name>
</json:item>
<json:item><name>M. R. Walker</name>
</json:item>
<json:item><name>S. Freeman</name>
</json:item>
<json:item><name>L. R. Sloan</name>
</json:item>
</author>
<host><volume>34</volume>
<pages><last>375</last>
<first>366</first>
</pages>
<author></author>
<title>Journal of Personality and Social Psychology</title>
</host>
<title>Basking in reflected glory: Three (football) field studies</title>
</json:item>
<json:item><author><json:item><name>R. G. Craven</name>
</json:item>
<json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>M. Print</name>
</json:item>
</author>
<host><volume>44</volume>
<pages><last>75</last>
<first>51</first>
</pages>
<author></author>
<title>Australian Journal of Education</title>
</host>
<title>Gifted, streamed, and mixed‐ability programs for gifted students: Impact on self‐concept, motivation, and achievement</title>
</json:item>
<json:item><host><author></author>
<title>Csikszentmihalyi, M. Beyond boredom and anxiety San Francisco, CA: Jossey‐Bass 1975.</title>
</host>
</json:item>
<json:item><host><author></author>
<title>Csikszentmihalyi, M. Flow: The psychology of optimal experience New York: Harper and Row 1990.</title>
</host>
</json:item>
<json:item><author><json:item><name>Y. D. Dai</name>
</json:item>
<json:item><name>A. N. Rinn</name>
</json:item>
</author>
<host><volume>20</volume>
<pages><last>317</last>
<first>283</first>
</pages>
<author></author>
<title>Educational Psychology Review</title>
</host>
<title>The big‐fish‐little‐pond effect: What do we know and where do we go from here?</title>
</json:item>
<json:item><host><author></author>
<title>Causes of boredom at school. Validation of the Konstanz Antecedents to Boredom Scales</title>
</host>
</json:item>
<json:item><host><author></author>
<title>Exploring the causes of boredom at school. Development and validation of the Konstanz Antecedents to Boredom Scales</title>
</host>
</json:item>
<json:item><author><json:item><name>O. Dickhäuser</name>
</json:item>
<json:item><name>I. Plenter</name>
</json:item>
</author>
<host><volume>19</volume>
<pages><last>224</last>
<first>219</first>
</pages>
<author></author>
<title>Zeitschrift für Pädagogische Psychologie</title>
</host>
<title>Letztes Halbjahr stand ich zwei. Zur Akkuratheit selbst berichteter Noten [Last term I had a B. On the accuracy of self‐reported school grades]</title>
</json:item>
<json:item><author><json:item><name>R. Farmer</name>
</json:item>
<json:item><name>N. D. Sundberg</name>
</json:item>
</author>
<host><volume>50</volume>
<pages><last>17</last>
<first>4</first>
</pages>
<author></author>
<title>Journal of Personality Assessment</title>
</host>
<title>Boredom proneness – the development and correlates of a new scale</title>
</json:item>
<json:item><author><json:item><name>J. F. Feldhusen</name>
</json:item>
<json:item><name>M. D. Kroll</name>
</json:item>
</author>
<host><volume>7</volume>
<pages><last>81</last>
<first>80</first>
</pages>
<author></author>
<title>Gifted Education International</title>
</host>
<title>Boredom or challenge for the academically talented in school</title>
</json:item>
<json:item><author><json:item><name>L. Festinger</name>
</json:item>
</author>
<host><volume>7</volume>
<pages><last>140</last>
<first>117</first>
</pages>
<author></author>
<title>Human Relations</title>
</host>
<title>A theory of social comparison processes</title>
</json:item>
<json:item><author><json:item><name>M. J. Fimian</name>
</json:item>
</author>
<host><volume>25</volume>
<pages><last>405</last>
<first>392</first>
</pages>
<author></author>
<title>Psychology in the Schools</title>
</host>
<title>Predictions of classroom stress and burnout experienced by gifted and talented students</title>
</json:item>
<json:item><author><json:item><name>J. Freeman</name>
</json:item>
</author>
<host><pages><last>40</last>
<first>29</first>
</pages>
<author></author>
<title>How and why children fail</title>
</host>
<title>Boredom, high ability, and achievement</title>
</json:item>
<json:item><author><json:item><name>J. Gallagher</name>
</json:item>
<json:item><name>C. C. Harradine</name>
</json:item>
<json:item><name>M. R. Coleman</name>
</json:item>
</author>
<host><volume>19</volume>
<pages><last>136</last>
<first>132</first>
</pages>
<author></author>
<title>Roeper Review</title>
</host>
<title>Challenge or boredom? Gifted students' views on their schooling</title>
</json:item>
<json:item><author><json:item><name>M. Gentry</name>
</json:item>
<json:item><name>P. M. Springer</name>
</json:item>
</author>
<host><volume>13</volume>
<pages><last>204</last>
<first>192</first>
</pages>
<author></author>
<title>Journal of Secondary Gifted Education</title>
</host>
<title>Secondary student perceptions of their class activities regarding meaningfulness, challenge, choice, and appeal: An initial validation study</title>
</json:item>
<json:item><author><json:item><name>T. Gjesme</name>
</json:item>
</author>
<host><volume>21</volume>
<pages><last>146</last>
<first>113</first>
</pages>
<author></author>
<title>Scandinavian Journal of Educational-Research</title>
</host>
<title>General satisfaction and boredom at school as a function of the pupils' personality characteristics</title>
</json:item>
<json:item><author><json:item><name>T. Goetz</name>
</json:item>
<json:item><name>A. C. Frenzel</name>
</json:item>
</author>
<host><volume>38</volume>
<pages><last>153</last>
<first>149</first>
</pages>
<author></author>
<title>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</title>
</host>
<title>Phänomenologie schulischer Langeweile [Phenomenology of boredom at school]</title>
</json:item>
<json:item><author><json:item><name>T. Goetz</name>
</json:item>
<json:item><name>A. C. Frenzel</name>
</json:item>
<json:item><name>L. Haag</name>
</json:item>
</author>
<host><volume>20</volume>
<pages><last>134</last>
<first>113</first>
</pages>
<author></author>
<title>Empirische Pädagogik</title>
</host>
<title>Ursachen von Langweile im Unterricht [Causes of boredom at school]</title>
</json:item>
<json:item><author><json:item><name>T. Goetz</name>
</json:item>
<json:item><name>A. C. Frenzel</name>
</json:item>
<json:item><name>N. C. Hall</name>
</json:item>
<json:item><name>R. Pekrun</name>
</json:item>
</author>
<host><volume>33</volume>
<pages><last>33</last>
<first>9</first>
</pages>
<author></author>
<title>Contemporary Educational Psychology</title>
</host>
<title>Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment</title>
</json:item>
<json:item><author><json:item><name>T. Goetz</name>
</json:item>
<json:item><name>A. C. Frenzel</name>
</json:item>
<json:item><name>R. Pekrun</name>
</json:item>
</author>
<host><volume>35</volume>
<pages><last>333</last>
<first>312</first>
</pages>
<author></author>
<title>Unterrichtswissenschaft</title>
</host>
<title>Regulation von Langeweile im Unterricht: Was Schülerinnen und Schüler bei der Windstille der Seele (nicht) tun [Regulation of boredom in class. What students (do not) do when experiencing the windless calm of the soul]</title>
</json:item>
<json:item><author><json:item><name>T. Goetz</name>
</json:item>
<json:item><name>A. C. Frenzel</name>
</json:item>
<json:item><name>R. Pekrun</name>
</json:item>
<json:item><name>N. C. Hall</name>
</json:item>
<json:item><name>O. Lüdtke</name>
</json:item>
</author>
<host><volume>99</volume>
<pages><last>733</last>
<first>715</first>
</pages>
<author></author>
<title>Journal of Educational Psychology</title>
</host>
<title>Between‐ and within‐domain relations of students' academic emotions</title>
</json:item>
<json:item><author><json:item><name>T. Goetz</name>
</json:item>
<json:item><name>R. Pekrun</name>
</json:item>
<json:item><name>N. C. Hall</name>
</json:item>
<json:item><name>L. Haag</name>
</json:item>
</author>
<host><volume>76</volume>
<pages><last>308</last>
<first>289</first>
</pages>
<author></author>
<title>British Journal of Educational Psychology</title>
</host>
<title>Academic emotions from a social‐cognitive perspective: Antecedents and domain specificity of students' affect in the context of latin instruction</title>
</json:item>
<json:item><author><json:item><name>T. Goetz</name>
</json:item>
<json:item><name>F. Preckel</name>
</json:item>
<json:item><name>R. Pekrun</name>
</json:item>
<json:item><name>N. Hall</name>
</json:item>
</author>
<host><volume>17</volume>
<pages><last>16</last>
<first>3</first>
</pages>
<author></author>
<title>Learning and Individual Differences</title>
</host>
<title>Emotional experiences during test taking: Does cognitive ability make a difference?</title>
</json:item>
<json:item><author><json:item><name>T. Goetz</name>
</json:item>
<json:item><name>F. Preckel</name>
</json:item>
<json:item><name>M. Zeidner</name>
</json:item>
<json:item><name>E. J. Schleyer</name>
</json:item>
</author>
<host><volume>21</volume>
<pages><last>198</last>
<first>185</first>
</pages>
<author></author>
<title>Anxiety, Stress, and Coping</title>
</host>
<title>Anxiety of big fish swimming in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes</title>
</json:item>
<json:item><author><json:item><name>E. B. Goldring</name>
</json:item>
</author>
<host><volume>83</volume>
<pages><last>326</last>
<first>313</first>
</pages>
<author></author>
<title>Journal of Educational Research</title>
</host>
<title>Assessing the status of information on classroom organisational frameworks for gifted students</title>
</json:item>
<json:item><author><json:item><name>R. Guinn</name>
</json:item>
</author>
<host><volume>5</volume>
<pages><last>241</last>
<first>235</first>
</pages>
<author></author>
<title>Journal of Drug Education</title>
</host>
<title>Characteristics of drug use among Mexican–American students</title>
</json:item>
<json:item><author><json:item><name>J. C. Hattie</name>
</json:item>
</author>
<host><volume>37</volume>
<pages><last>481</last>
<first>449</first>
</pages>
<author></author>
<title>International Journal of Educational Research</title>
</host>
<title>Classroom composition and peer effects</title>
</json:item>
<json:item><host><author></author>
<title>Heller, K. A., Perleth, C. Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision (KFT 4−12+R). [Cognitive ability test for class level 4 to 12, revised version] Göttingen: Hogrefe 2000.</title>
</host>
</json:item>
<json:item><author><json:item><name>K. Hoekman</name>
</json:item>
<json:item><name>J. McCormick</name>
</json:item>
<json:item><name>K. Barnett</name>
</json:item>
</author>
<host><volume>49</volume>
<pages><last>110</last>
<first>99</first>
</pages>
<author></author>
<title>Gifted Child Quarterly</title>
</host>
<title>The important role of optimism in a motivational investigation of the education of gifted adolescents</title>
</json:item>
<json:item><author><json:item><name>K. Hoekman</name>
</json:item>
<json:item><name>J. McCormick</name>
</json:item>
<json:item><name>M. U. M. Gross</name>
</json:item>
</author>
<host><volume>43</volume>
<pages><last>193</last>
<first>170</first>
</pages>
<author></author>
<title>Gifted Child Quarterly</title>
</host>
<title>The optimal context for gifted students: A preliminary exploration of motivational and affective considerations</title>
</json:item>
<json:item><author><json:item><name>R. D. Hoge</name>
</json:item>
<json:item><name>J. S. Renzulli</name>
</json:item>
</author>
<host><volume>63</volume>
<pages><last>465</last>
<first>449</first>
</pages>
<author></author>
<title>Review of Educational Research</title>
</host>
<title>Exploring the link between giftedness and self‐concept</title>
</json:item>
<json:item><author><json:item><name>P. Huguet</name>
</json:item>
<json:item><name>F. Dumas</name>
</json:item>
<json:item><name>J. M. Monteil</name>
</json:item>
<json:item><name>N. Genestoux</name>
</json:item>
</author>
<host><volume>31</volume>
<pages><last>578</last>
<first>557</first>
</pages>
<author></author>
<title>European Journal of Social Psychology</title>
</host>
<title>Social comparison choices in the classroom: Further evidence for students' upward comparison tendency and its beneficial impact on performance</title>
</json:item>
<json:item><author><json:item><name>L. Kanevsky</name>
</json:item>
<json:item><name>T. Keighly</name>
</json:item>
</author>
<host><volume>26</volume>
<pages><last>28</last>
<first>20</first>
</pages>
<author></author>
<title>Roeper Review</title>
</host>
<title>To produce or not to produce? Understanding boredom and the honor in underachievement</title>
</json:item>
<json:item><author><json:item><name>P. R. Kleinginna</name>
</json:item>
<json:item><name>A. M. Kleinginna</name>
</json:item>
</author>
<host><volume>5</volume>
<pages><last>379</last>
<first>345</first>
</pages>
<author></author>
<title>Motivation and Emotion</title>
</host>
<title>A categorized list of emotion definitions, with suggestions for a consensual definition</title>
</json:item>
<json:item><host><author></author>
<title>Köller, O. Konsequenzen von Leistungsgruppierungen [Effects of ability grouping] Münster: Waxmann 2004.</title>
</host>
</json:item>
<json:item><author><json:item><name>R. W. Larson</name>
</json:item>
<json:item><name>M. H. Richards</name>
</json:item>
</author>
<host><volume>99</volume>
<pages><last>443</last>
<first>418</first>
</pages>
<author></author>
<title>American Journal of Education</title>
</host>
<title>Boredom in the middle school years: Blaming schools versus blaming students</title>
</json:item>
<json:item><author><json:item><name>O. Lüdtke</name>
</json:item>
<json:item><name>O. Köller</name>
</json:item>
<json:item><name>C. Artelt</name>
</json:item>
<json:item><name>P. Stanat</name>
</json:item>
<json:item><name>J. Baumert</name>
</json:item>
</author>
<host><volume>16</volume>
<pages><last>164</last>
<first>151</first>
</pages>
<author></author>
<title>Zeitschrift für Pädagogische Psychologie</title>
</host>
<title>Eine Überprüfung von Modellen zur Genese akademischer Selbstkonzepte: Ergebnisse aus der PISA‐Studie. [Testing models on the genesis of academic self‐concepts: Findings of the PISA study]</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
</author>
<host><volume>79</volume>
<pages><last>295</last>
<first>280</first>
</pages>
<author></author>
<title>Journal of Educational Psychology</title>
</host>
<title>The big‐fish‐little‐pond effect on academic self‐concept</title>
</json:item>
<json:item><host><author></author>
<title>Marsh, H. W. Self‐Description Questionnaire‐II San Antonio, TX: Psychological Corporation 1990.</title>
</host>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
</author>
<host><volume>28</volume>
<pages><last>480</last>
<first>445</first>
</pages>
<author></author>
<title>American Educational Research Journal</title>
</host>
<title>The failure of high ability high schools to deliver academic benefits: The importance of academic self‐concept and educational aspirations</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
</author>
<host><volume>86</volume>
<pages><last>456</last>
<first>439</first>
</pages>
<author></author>
<title>Journal of Educational Psychology</title>
</host>
<title>Using the National Longitudinal study of 1988 to evaluate theoretical models of self‐concept: The Self‐Description Questionnaire</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
</author>
<host><volume>19</volume>
<pages><last>127</last>
<first>119</first>
</pages>
<author></author>
<title>German Journal of Educational Psychology</title>
</host>
<title>Big‐fish‐little‐pond effect on academic self‐concept</title>
</json:item>
<json:item><host><author></author>
<title>Marsh, H. W. Self‐concept theory, measurement and research into practice. The role of self‐concept in educational psychology Leicester: British Psychological Society 2007.</title>
</host>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>D. Chessor</name>
</json:item>
<json:item><name>R. Craven</name>
</json:item>
<json:item><name>L. Roche</name>
</json:item>
</author>
<host><volume>32</volume>
<pages><last>319</last>
<first>285</first>
</pages>
<author></author>
<title>American Educational Research Journal</title>
</host>
<title>The effect of gifted and talented programs on academic self‐concept: The big fish strikes again</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>R. Craven</name>
</json:item>
</author>
<host><volume>2</volume>
<pages><last>123</last>
<first>83</first>
</pages>
<author></author>
<title>Adolescence and education</title>
</host>
<title>The pivotal role of frames of reference in academic self‐concept formation: The big‐fish‐little‐pond effect</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>K. T. Hau</name>
</json:item>
</author>
<host><volume>58</volume>
<pages><last>376</last>
<first>364</first>
</pages>
<author></author>
<title>American Psychologist</title>
</host>
<title>Big‐fish‐little‐pond effect on academic self‐concept: A cross‐cultural (26‐country) test of the negative effects of academically selective schools</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>K. T. Hau</name>
</json:item>
<json:item><name>R. Craven</name>
</json:item>
</author>
<host><volume>59</volume>
<pages><last>271</last>
<first>269</first>
</pages>
<author></author>
<title>American Psychologist</title>
</host>
<title>The big‐fish‐little‐pond effect stands up to scrutiny</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>J. W. Parker</name>
</json:item>
</author>
<host><volume>47</volume>
<pages><last>231</last>
<first>213</first>
</pages>
<author></author>
<title>Journal of Personality and Social Psychology</title>
</host>
<title>Determinants of self‐concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>M. Seaton</name>
</json:item>
<json:item><name>U. Trautwein</name>
</json:item>
<json:item><name>O. Lüdtke</name>
</json:item>
<json:item><name>K. T. Hau</name>
</json:item>
<json:item><name>A. J. O'Mara</name>
</json:item>
<json:item><name>R. G. Craven</name>
</json:item>
</author>
<host><volume>20</volume>
<pages><last>350</last>
<first>319</first>
</pages>
<author></author>
<title>Educational Psychology Review</title>
</host>
<title>The big‐fish‐little‐pond‐effect stands up to critical scrutiny: Implications for theory, methodology, and future research</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>U. Trautwein</name>
</json:item>
<json:item><name>O. Lüdtke</name>
</json:item>
<json:item><name>J. Baumert</name>
</json:item>
<json:item><name>O. Köller</name>
</json:item>
</author>
<host><volume>44</volume>
<pages><last>669</last>
<first>631</first>
</pages>
<author></author>
<title>American Educational Research Journal</title>
</host>
<title>The big fish little pond effect: Persistent negative effects of selective high schools on self‐concept after graduation</title>
</json:item>
<json:item><author><json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>U. Trautwein</name>
</json:item>
<json:item><name>O. Lüdtke</name>
</json:item>
<json:item><name>O. Köller</name>
</json:item>
<json:item><name>J. Baumert</name>
</json:item>
</author>
<host><volume>76</volume>
<pages><last>416</last>
<first>397</first>
</pages>
<author></author>
<title>Child Development</title>
</host>
<title>Academic self‐concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering</title>
</json:item>
<json:item><author><json:item><name>D. B. McCoach</name>
</json:item>
<json:item><name>D. Siegle</name>
</json:item>
</author>
<host><volume>25</volume>
<pages><last>65</last>
<first>61</first>
</pages>
<author></author>
<title>Roeper Review</title>
</host>
<title>The structure and function of academic self‐concept in gifted and general education students</title>
</json:item>
<json:item><author><json:item><name>W. L. Mikulas</name>
</json:item>
<json:item><name>S. J. Vodanovich</name>
</json:item>
</author>
<host><volume>43</volume>
<pages><last>12</last>
<first>3</first>
</pages>
<author></author>
<title>Psychological Record</title>
</host>
<title>The essence of boredom</title>
</json:item>
<json:item><author><json:item><name>M. Neihart</name>
</json:item>
</author>
<host><volume>51</volume>
<pages><last>341</last>
<first>330</first>
</pages>
<author></author>
<title>Gifted Child Quarterly</title>
</host>
<title>The socioaffective impact of acceleration and ability grouping: Recommendations for best practice</title>
</json:item>
<json:item><author><json:item><name>A. L. Newberry</name>
</json:item>
<json:item><name>R. D. Duncan</name>
</json:item>
</author>
<host><volume>31</volume>
<pages><last>541</last>
<first>527</first>
</pages>
<author></author>
<title>Journal of Applied Social Psychology</title>
</host>
<title>Roles of boredom and life goals in juvenile delinquency</title>
</json:item>
<json:item><author><json:item><name>R. Pekrun</name>
</json:item>
</author>
<host><volume>18</volume>
<pages><last>341</last>
<first>315</first>
</pages>
<author></author>
<title>Educational Psychology Review</title>
</host>
<title>The control‐value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice</title>
</json:item>
<json:item><host><author></author>
<title>Pekrun, R., Goetz, T., Frenzel, A. C. Achievement Emotions Questionnaire – Mathematics (AEQ‐M) – user's manual Munich: Department of Psychology, University of Munich 2005.</title>
</host>
</json:item>
<json:item><author><json:item><name>R. Pekrun</name>
</json:item>
<json:item><name>T. Goetz</name>
</json:item>
<json:item><name>W. Titz</name>
</json:item>
<json:item><name>R. P. Perry</name>
</json:item>
</author>
<host><volume>37</volume>
<pages><last>105</last>
<first>91</first>
</pages>
<author></author>
<title>Educational Psychologist</title>
</host>
<title>Academic emotions in students' self‐regulated learning and achievement: A program of qualitative and quantitative research</title>
</json:item>
<json:item><author><json:item><name>J. A. Plucker</name>
</json:item>
<json:item><name>J. McIntire</name>
</json:item>
</author>
<host><volume>40</volume>
<pages><last>14</last>
<first>7</first>
</pages>
<author></author>
<title>Gifted Child Quarterly</title>
</host>
<title>Academic survivability in high‐potential, middle school students</title>
</json:item>
<json:item><author><json:item><name>J. A. Plucker</name>
</json:item>
<json:item><name>N. M. Robinson</name>
</json:item>
<json:item><name>T. S. Greenspon</name>
</json:item>
<json:item><name>J. F. Feldhusen</name>
</json:item>
<json:item><name>D. B. McCoach</name>
</json:item>
<json:item><name>R. F. Subotnik</name>
</json:item>
</author>
<host><volume>59</volume>
<pages><last>269</last>
<first>268</first>
</pages>
<author></author>
<title>American Psychologist</title>
</host>
<title>2004Itsnothowtheondmakesyoufeelbutratherhowhighyoucanjum</title>
</json:item>
<json:item><author><json:item><name>F. Preckel</name>
</json:item>
<json:item><name>M. Brüll</name>
</json:item>
</author>
<host><volume>32</volume>
<pages><last>85</last>
<first>54</first>
</pages>
<author></author>
<title>Journal for the Education of the Gifted</title>
</host>
<title>Grouping the gifted and talented: Are gifted girls most likely to suffer the consequences?</title>
</json:item>
<json:item><author><json:item><name>F. Preckel</name>
</json:item>
<json:item><name>M. Zeidner</name>
</json:item>
<json:item><name>T. Goetz</name>
</json:item>
<json:item><name>E. Schleyer</name>
</json:item>
</author>
<host><volume>33</volume>
<pages><last>96</last>
<first>78</first>
</pages>
<author></author>
<title>Contemporary Educational Psychology</title>
</host>
<title>Female big fish swimming against the tide: The big‐fish‐little‐pond effect and gender‐ratio in special gifted classes</title>
</json:item>
<json:item><author><json:item><name>M. C. Pyryt</name>
</json:item>
<json:item><name>S. Mendaglio</name>
</json:item>
</author>
<host><volume>17</volume>
<pages><last>305</last>
<first>299</first>
</pages>
<author></author>
<title>Journal for the Education of the Gifted</title>
</host>
<title>The multidimensional self‐concept: A comparison of gifted and average‐ability adolescents</title>
</json:item>
<json:item><author><json:item><name>W. P. Robinson</name>
</json:item>
</author>
<host><volume>45</volume>
<pages><last>152</last>
<first>141</first>
</pages>
<author></author>
<title>British Journal of Educational Psychology</title>
</host>
<title>Boredom at school</title>
</json:item>
<json:item><author><json:item><name>K. B. Rogers</name>
</json:item>
</author>
<host><volume>16</volume>
<pages><last>12</last>
<first>8</first>
</pages>
<author></author>
<title>Roeper Review</title>
</host>
<title>Grouping the gifted and talented: Questions and answers</title>
</json:item>
<json:item><author><json:item><name>K. B. Rogers</name>
</json:item>
</author>
<host><pages><last>12</last>
<first>3</first>
</pages>
<author></author>
<title>The social and emotional development of gifted children: What do we know?</title>
</host>
<title>Effects of acceleration on gifted learners</title>
</json:item>
<json:item><author><json:item><name>K. B. Rogers</name>
</json:item>
</author>
<host><volume>51</volume>
<pages><last>396</last>
<first>382</first>
</pages>
<author></author>
<title>Gifted Child Quarterly</title>
</host>
<title>Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice</title>
</json:item>
<json:item><author><json:item><name>K. R. Scherer</name>
</json:item>
</author>
<host><pages><last>99</last>
<first>70</first>
</pages>
<author></author>
<title>Emotion, development, and self‐organization</title>
</host>
<title>Emotions as episodes of subsystems synchronization driven by nonlinear appraisal processes</title>
</json:item>
<json:item><author><json:item><name>C. M. Shields</name>
</json:item>
</author>
<host><volume>24</volume>
<pages><last>119</last>
<first>115</first>
</pages>
<author></author>
<title>Roeper Review</title>
</host>
<title>A comparison study of student attitudes and perceptions in homogeneous and heterogeneous classrooms</title>
</json:item>
<json:item><author><json:item><name>B. Sommer</name>
</json:item>
</author>
<host><volume>14</volume>
<pages><last>422</last>
<first>411</first>
</pages>
<author></author>
<title>Journal of Youth and Adolescence</title>
</host>
<title>What's different about truants? A comparison of eighth‐graders</title>
</json:item>
<json:item><author><json:item><name>R. I. Thackray</name>
</json:item>
</author>
<host><volume>43</volume>
<pages><last>176</last>
<first>165</first>
</pages>
<author></author>
<title>Psychosomatic Medicine</title>
</host>
<title>The stress of boredom and monotony: A consideration of the evidence</title>
</json:item>
<json:item><host><author></author>
<title>Thorndike, R. L., Hagen, E. Cognitive abilities test Boston: Houghton‐Mifflin 1971.</title>
</host>
</json:item>
<json:item><author><json:item><name>R. Tidwell</name>
</json:item>
</author>
<host><volume>23</volume>
<pages><last>954</last>
<first>939</first>
</pages>
<author></author>
<title>Adolescence</title>
</host>
<title>Dropouts speak out: Qualitative data on early school departures</title>
</json:item>
<json:item><author><json:item><name>U. Trautwein</name>
</json:item>
<json:item><name>O. Lüdtke</name>
</json:item>
<json:item><name>H. W. Marsh</name>
</json:item>
<json:item><name>O. Köller</name>
</json:item>
<json:item><name>J. Baumert</name>
</json:item>
</author>
<host><volume>98</volume>
<pages><last>806</last>
<first>788</first>
</pages>
<author></author>
<title>Journal of Educational Psychology</title>
</host>
<title>Tracking, grading, and student motivation: Using group composition and status to predict self‐concept and interest in ninth‐grade mathematics</title>
</json:item>
<json:item><host><author></author>
<title>Trautwein, U., Lüdtke, O., Marsh, H. W., Nagy, G. Within‐school comparisons: Perceived class prestige predicts academic self‐concept Berlin: Max Planck Institute for Human Development 2008.</title>
</host>
</json:item>
<json:item><author><json:item><name>J. C. Valentine</name>
</json:item>
<json:item><name>D. L. DuBois</name>
</json:item>
<json:item><name>H. Cooper</name>
</json:item>
</author>
<host><volume>39</volume>
<pages><last>133</last>
<first>111</first>
</pages>
<author></author>
<title>Educational Psychologist</title>
</host>
<title>The relation between self‐beliefs and academic achievement: A systematic review</title>
</json:item>
<json:item><host><author></author>
<title>Wagner, J. W. L. Soziale Vergleiche und Selbsteinschätzungen [Social comparisons and self‐estimates] Münster: Waxmann 1999.</title>
</host>
</json:item>
<json:item><host><author></author>
<title>Wagner, J. W. L. Leistungsvergleiche in der Schule. Bezugsgruppeneffekte und Fähigkeitskonzepte [Comparisons of achievement in school. Reference‐group effects and academic self‐concepts] (Psychologie, Bd. 39) Landau: Verlag Empirische Pädagogik 2001.</title>
</host>
</json:item>
<json:item><author><json:item><name>A. S. Wasson</name>
</json:item>
</author>
<host><volume>48</volume>
<pages><last>902</last>
<first>901</first>
</pages>
<author></author>
<title>Psychological Reports</title>
</host>
<title>Susceptibility to boredom and deviant behavior at school</title>
</json:item>
<json:item><author><json:item><name>M. Wiesner</name>
</json:item>
<json:item><name>M. Windle</name>
</json:item>
<json:item><name>A. Freeman</name>
</json:item>
</author>
<host><volume>10</volume>
<pages><last>96</last>
<first>83</first>
</pages>
<author></author>
<title>Journal of Occupational Health Psychology</title>
</host>
<title>Work stress, substance use, and depression among young adult workers: An examination of main and moderator effects</title>
</json:item>
<json:item><author><json:item><name>M. Zeidner</name>
</json:item>
<json:item><name>E. J. Schleyer</name>
</json:item>
</author>
<host><volume>24</volume>
<pages><last>329</last>
<first>305</first>
</pages>
<author></author>
<title>Contemporary Educational Psychology</title>
</host>
<title>The big‐fish‐little‐pond effect for academic self concept, test anxiety, and school grades in gifted children</title>
</json:item>
</refBibs>
<genre><json:string>article</json:string>
</genre>
<host><volume>80</volume>
<publisherId><json:string>BJEP</json:string>
</publisherId>
<pages><total>22</total>
<last>472</last>
<first>451</first>
</pages>
<issn><json:string>0007-0998</json:string>
</issn>
<issue>3</issue>
<genre><json:string>journal</json:string>
</genre>
<language><json:string>unknown</json:string>
</language>
<eissn><json:string>2044-8279</json:string>
</eissn>
<title>British Journal of Educational Psychology</title>
<doi><json:string>10.1111/(ISSN)2044-8279</json:string>
</doi>
</host>
<categories><wos><json:string>social science</json:string>
<json:string>psychology, educational</json:string>
</wos>
<scienceMetrix><json:string>economic & social sciences</json:string>
<json:string>social sciences</json:string>
<json:string>education</json:string>
</scienceMetrix>
</categories>
<publicationDate>2010</publicationDate>
<copyrightDate>2010</copyrightDate>
<doi><json:string>10.1348/000709909X480716</json:string>
</doi>
<id>0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC</id>
<score>0.8092095</score>
<fulltext><json:item><extension>pdf</extension>
<original>true</original>
<mimetype>application/pdf</mimetype>
<uri>https://api.istex.fr/document/0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC/fulltext/pdf</uri>
</json:item>
<json:item><extension>zip</extension>
<original>false</original>
<mimetype>application/zip</mimetype>
<uri>https://api.istex.fr/document/0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC/fulltext/zip</uri>
</json:item>
<istex:fulltextTEI uri="https://api.istex.fr/document/0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">Ability grouping of gifted students: Effects on academic self‐concept and boredom</title>
</titleStmt>
<publicationStmt><authority>ISTEX</authority>
<publisher>Blackwell Publishing Ltd</publisher>
<pubPlace>Oxford, UK</pubPlace>
<availability><p>2010 The British Psychological Society</p>
</availability>
<date>2010</date>
</publicationStmt>
<sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Ability grouping of gifted students: Effects on academic self‐concept and boredom</title>
<author xml:id="author-1"><persName><forename type="first">Franzis.</forename>
<surname>Preckel</surname>
</persName>
<email>preckel@uni‐trier.de</email>
<affiliation>University of Trier, Germany</affiliation>
</author>
<author xml:id="author-2"><persName><forename type="first">Thomas.</forename>
<surname>Götz</surname>
</persName>
<affiliation>University of Konstanz, Germany</affiliation>
<affiliation>Thurgau University of Teacher Education, Kreuzlingen, Switzerland</affiliation>
</author>
<author xml:id="author-3"><persName><forename type="first">Anne.</forename>
<surname>Frenzel</surname>
</persName>
<affiliation>LM University of Munich, Germany</affiliation>
</author>
</analytic>
<monogr><title level="j">British Journal of Educational Psychology</title>
<idno type="pISSN">0007-0998</idno>
<idno type="eISSN">2044-8279</idno>
<idno type="DOI">10.1111/(ISSN)2044-8279</idno>
<imprint><publisher>Blackwell Publishing Ltd</publisher>
<pubPlace>Oxford, UK</pubPlace>
<date type="published" when="2010-09"></date>
<biblScope unit="volume">80</biblScope>
<biblScope unit="issue">3</biblScope>
<biblScope unit="page" from="451">451</biblScope>
<biblScope unit="page" to="472">472</biblScope>
</imprint>
</monogr>
<idno type="istex">0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC</idno>
<idno type="DOI">10.1348/000709909X480716</idno>
<idno type="ArticleID">BJEP353</idno>
</biblStruct>
</sourceDesc>
</fileDesc>
<profileDesc><creation><date>2010</date>
</creation>
<langUsage><language ident="en">en</language>
</langUsage>
<abstract><p>Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self‐concept (contrast or big‐fish‐little‐pond effect).</p>
</abstract>
<abstract><p>The effects of full‐time ability grouping in special classrooms for the gifted on students' academic self‐concept and their experience of boredom in mathematics classes were investigated.</p>
</abstract>
<abstract><p>The sample comprised 186 ninth‐grade students (106 male) from eight classes at one Austrian high school. Four of these classes were part of a gifted track beginning from school year 9 on (N = 93).</p>
</abstract>
<abstract><p>Students were assessed repeatedly within the first half of the school year, three times via self‐report questionnaires and once by applying a standardized IQ‐test.</p>
</abstract>
<abstract><p>Students in gifted classes reported a decrease in maths academic self‐concept which was most pronounced early in the academic year. Interventions to counterbalance the negative effect of exposure to a high‐ability reference group should therefore be implemented when ability grouping begins. No evidence for the boredom hypothesis was found (higher levels of boredom among gifted students in regular classes). However, students clearly differed in the reasons they stated for experiencing boredom. Boredom attributions changed over time and supported the assumption that gifted classes provide more appropriate levels of challenge.</p>
</abstract>
</profileDesc>
<revisionDesc><change when="2010-09">Published</change>
</revisionDesc>
</teiHeader>
</istex:fulltextTEI>
<json:item><extension>txt</extension>
<original>false</original>
<mimetype>text/plain</mimetype>
<uri>https://api.istex.fr/document/0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC/fulltext/txt</uri>
</json:item>
</fulltext>
<metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration>
<istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>Blackwell Publishing Ltd</publisherName>
<publisherLoc>Oxford, UK</publisherLoc>
</publisherInfo>
<doi origin="wiley" registered="yes">10.1111/(ISSN)2044-8279</doi>
<issn type="print">0007-0998</issn>
<issn type="electronic">2044-8279</issn>
<idGroup><id type="product" value="BJEP"></id>
<id type="publisherDivision" value="ST"></id>
</idGroup>
<titleGroup><title type="main" sort="BRITISH JOURNLA OF EDUCATIONAL PSYCHOLOGY">British Journal of Educational Psychology</title>
</titleGroup>
</publicationMeta>
<publicationMeta level="part" position="09103"><doi origin="wiley">10.1111/bjep.2010.80.issue-3</doi>
<numberingGroup><numbering type="journalVolume" number="80">80</numbering>
<numbering type="journalIssue" number="3">3</numbering>
</numberingGroup>
<coverDate startDate="2010-09">September 2010</coverDate>
</publicationMeta>
<publicationMeta level="unit" type="article" position="8" status="forIssue"><doi origin="wiley">10.1348/000709909X480716</doi>
<idGroup><id type="unit" value="BJEP353"></id>
</idGroup>
<countGroup><count type="pageTotal" number="22"></count>
</countGroup>
<titleGroup><title type="tocHeading1">Original Article</title>
</titleGroup>
<copyright>2010 The British Psychological Society</copyright>
<eventGroup><event type="xmlConverted" agent="Converter:BPG_TO_WML3G version:2.4.2 mode:FullText" date="2010-12-23"></event>
<event type="firstOnline" date="2010-12-24"></event>
<event type="publishedOnlineFinalForm" date="2010-12-24"></event>
<event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-08"></event>
<event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.1.7 mode:FullText,remove_FC" date="2014-10-15"></event>
</eventGroup>
<numberingGroup><numbering type="pageFirst" number="451">451</numbering>
<numbering type="pageLast" number="472">472</numbering>
</numberingGroup>
<correspondenceTo> Correspondence should be addressed to Professor Franzis Preckel, Department of Psychology, University of Trier, Giftedness Research and Education, 54286 Trier, Germany (e‐mail: <email normalForm="preckel@uni-trier.de">preckel@uni‐trier.de</email>
).</correspondenceTo>
<linkGroup><link type="toTypesetVersion" href="file:BJEP.BJEP353.pdf"></link>
</linkGroup>
</publicationMeta>
<contentMeta><unparsedEditorialHistory>Received 1 April 2009; revised version received 28 October 2009</unparsedEditorialHistory>
<countGroup><count type="figureTotal" number="2"></count>
<count type="tableTotal" number="3"></count>
<count type="formulaTotal" number="0"></count>
<count type="referenceTotal" number="89"></count>
<count type="linksCrossRef" number="147"></count>
</countGroup>
<titleGroup><title type="main">Ability grouping of gifted students: Effects on academic self‐concept and boredom</title>
</titleGroup>
<creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#a1" corresponding="yes"><personName><givenNames>Franzis.</givenNames>
<familyName>Preckel</familyName>
</personName>
</creator>
<creator creatorRole="author" xml:id="cr2" affiliationRef="#a2 #a3"><personName><givenNames>Thomas.</givenNames>
<familyName>Götz</familyName>
</personName>
</creator>
<creator creatorRole="author" xml:id="cr3" affiliationRef="#a4"><personName><givenNames>Anne.</givenNames>
<familyName>Frenzel</familyName>
</personName>
</creator>
</creators>
<affiliationGroup><affiliation xml:id="a1" countryCode="DE"><unparsedAffiliation>University of Trier, Germany</unparsedAffiliation>
</affiliation>
<affiliation xml:id="a2" countryCode="DE"><unparsedAffiliation>University of Konstanz, Germany</unparsedAffiliation>
</affiliation>
<affiliation xml:id="a3" countryCode="CH"><unparsedAffiliation>Thurgau University of Teacher Education, Kreuzlingen, Switzerland</unparsedAffiliation>
</affiliation>
<affiliation xml:id="a4" countryCode="DE"><unparsedAffiliation>LM University of Munich, Germany</unparsedAffiliation>
</affiliation>
</affiliationGroup>
<abstractGroup><abstract type="main" xml:lang="en"><section xml:id="abs1-1"><title type="main">Background</title>
<p>Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self‐concept (contrast or big‐fish‐little‐pond effect).</p>
</section>
<section xml:id="abs1-2"><title type="main">Aim</title>
<p>The effects of full‐time ability grouping in special classrooms for the gifted on students' academic self‐concept and their experience of boredom in mathematics classes were investigated.</p>
</section>
<section xml:id="abs1-3"><title type="main">Sample</title>
<p>The sample comprised 186 ninth‐grade students (106 male) from eight classes at one Austrian high school. Four of these classes were part of a gifted track beginning from school year 9 on (<i>N</i>
 = 93).</p>
</section>
<section xml:id="abs1-4"><title type="main">Method</title>
<p>Students were assessed repeatedly within the first half of the school year, three times via self‐report questionnaires and once by applying a standardized IQ‐test.</p>
</section>
<section xml:id="abs1-5"><title type="main">Results and conclusions</title>
<p>Students in gifted classes reported a decrease in maths academic self‐concept which was most pronounced early in the academic year. Interventions to counterbalance the negative effect of exposure to a high‐ability reference group should therefore be implemented when ability grouping begins. No evidence for the boredom hypothesis was found (higher levels of boredom among gifted students in regular classes). However, students clearly differed in the reasons they stated for experiencing boredom. Boredom attributions changed over time and supported the assumption that gifted classes provide more appropriate levels of challenge.</p>
</section>
</abstract>
</abstractGroup>
</contentMeta>
</header>
</component>
</istex:document>
</istex:metadataXml>
<mods version="3.6"><titleInfo lang="en"><title>Ability grouping of gifted students: Effects on academic self‐concept and boredom</title>
</titleInfo>
<titleInfo type="alternative" contentType="CDATA" lang="en"><title>Ability grouping of gifted students: Effects on academic self‐concept and boredom</title>
</titleInfo>
<name type="personal"><namePart type="given">Franzis.</namePart>
<namePart type="family">Preckel</namePart>
<affiliation>University of Trier, Germany</affiliation>
<affiliation>E-mail: preckel@uni‐trier.de</affiliation>
<role><roleTerm type="text">author</roleTerm>
</role>
</name>
<name type="personal"><namePart type="given">Thomas.</namePart>
<namePart type="family">Götz</namePart>
<affiliation>University of Konstanz, Germany</affiliation>
<affiliation>Thurgau University of Teacher Education, Kreuzlingen, Switzerland</affiliation>
<role><roleTerm type="text">author</roleTerm>
</role>
</name>
<name type="personal"><namePart type="given">Anne.</namePart>
<namePart type="family">Frenzel</namePart>
<affiliation>LM University of Munich, Germany</affiliation>
<role><roleTerm type="text">author</roleTerm>
</role>
</name>
<typeOfResource>text</typeOfResource>
<genre type="article" displayLabel="article"></genre>
<originInfo><publisher>Blackwell Publishing Ltd</publisher>
<place><placeTerm type="text">Oxford, UK</placeTerm>
</place>
<dateIssued encoding="w3cdtf">2010-09</dateIssued>
<edition>Received 1 April 2009; revised version received 28 October 2009</edition>
<copyrightDate encoding="w3cdtf">2010</copyrightDate>
</originInfo>
<language><languageTerm type="code" authority="rfc3066">en</languageTerm>
<languageTerm type="code" authority="iso639-2b">eng</languageTerm>
</language>
<physicalDescription><internetMediaType>text/html</internetMediaType>
<extent unit="figures">2</extent>
<extent unit="tables">3</extent>
<extent unit="references">89</extent>
</physicalDescription>
<abstract>Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self‐concept (contrast or big‐fish‐little‐pond effect).</abstract>
<abstract>The effects of full‐time ability grouping in special classrooms for the gifted on students' academic self‐concept and their experience of boredom in mathematics classes were investigated.</abstract>
<abstract>The sample comprised 186 ninth‐grade students (106 male) from eight classes at one Austrian high school. Four of these classes were part of a gifted track beginning from school year 9 on (N = 93).</abstract>
<abstract>Students were assessed repeatedly within the first half of the school year, three times via self‐report questionnaires and once by applying a standardized IQ‐test.</abstract>
<abstract>Students in gifted classes reported a decrease in maths academic self‐concept which was most pronounced early in the academic year. Interventions to counterbalance the negative effect of exposure to a high‐ability reference group should therefore be implemented when ability grouping begins. No evidence for the boredom hypothesis was found (higher levels of boredom among gifted students in regular classes). However, students clearly differed in the reasons they stated for experiencing boredom. Boredom attributions changed over time and supported the assumption that gifted classes provide more appropriate levels of challenge.</abstract>
<relatedItem type="host"><titleInfo><title>British Journal of Educational Psychology</title>
</titleInfo>
<genre type="journal">journal</genre>
<identifier type="ISSN">0007-0998</identifier>
<identifier type="eISSN">2044-8279</identifier>
<identifier type="DOI">10.1111/(ISSN)2044-8279</identifier>
<identifier type="PublisherID">BJEP</identifier>
<part><date>2010</date>
<detail type="volume"><caption>vol.</caption>
<number>80</number>
</detail>
<detail type="issue"><caption>no.</caption>
<number>3</number>
</detail>
<extent unit="pages"><start>451</start>
<end>472</end>
<total>22</total>
</extent>
</part>
</relatedItem>
<identifier type="istex">0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC</identifier>
<identifier type="DOI">10.1348/000709909X480716</identifier>
<identifier type="ArticleID">BJEP353</identifier>
<accessCondition type="use and reproduction" contentType="copyright">2010 The British Psychological Society</accessCondition>
<recordInfo><recordContentSource>WILEY</recordContentSource>
<recordOrigin>Blackwell Publishing Ltd</recordOrigin>
</recordInfo>
</mods>
</metadata>
<serie></serie>
</istex>
</record>

Pour manipuler ce document sous Unix (Dilib)

EXPLOR_STEP=$WICRI_ROOT/Wicri/Rhénanie/explor/UnivTrevesV1/Data/Istex/Corpus

HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 001664 | SxmlIndent | more

HfdSelect -h $EXPLOR_AREA/Data/Istex/Corpus/biblio.hfd -nk 001664 | SxmlIndent | more

Pour mettre un lien sur cette page dans le réseau Wicri

{{Explor lien
   |wiki=    Wicri/Rhénanie
   |area=    UnivTrevesV1
   |flux=    Istex
   |étape=   Corpus
   |type=    RBID
   |clé=     ISTEX:0E28C5F5FB017E9120E52B140DB2E1E5DF46EBDC
   |texte=   Ability grouping of gifted students: Effects on academic self‐concept and boredom
}}

This area was generated with Dilib version V0.6.31.
Data generation: Sat Jul 22 16:29:01 2017. Site generation: Wed Feb 28 14:55:37 2024

	Serveur d'exploration sur l'Université de Trèves
	Attention, ce site est en cours de développement ! Attention, site généré par des moyens informatiques à partir de corpus bruts. Les informations ne sont donc pas validées.

Serveur d'exploration sur l'Université de Trèves

Ability grouping of gifted students: Effects on academic self‐concept and boredom

Ability grouping of gifted students: Effects on academic self‐concept and boredom

Source :

Abstract

Links to Exploration step

Le document en format XML

Pour manipuler ce document sous Unix (Dilib)

Pour mettre un lien sur cette page dans le réseau Wicri