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Differences in academic, affect, com...

Hamm, Christopher Jeffrey.

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Differences in academic, affect, competence, and social self-concepts in homogeneously and heterogeneously grouped gifted students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Differences in academic, affect, competence, and social self-concepts in homogeneously and heterogeneously grouped gifted students./
Author:	Hamm, Christopher Jeffrey.
Description:	59 p.
Notes:	Source: Masters Abstracts International, Volume: 48-04, page: 1909.
Contained By:	Masters Abstracts International48-04.
Subject:	Education, Gifted. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1474811
ISBN:	9781109706864

Differences in academic, affect, competence, and social self-concepts in homogeneously and heterogeneously grouped gifted students.
Hamm, Christopher Jeffrey.

Differences in academic, affect, competence, and social self-concepts in homogeneously and heterogeneously grouped gifted students. - 59 p.

Source: Masters Abstracts International, Volume: 48-04, page: 1909.

Thesis (S.S.P.)--Western Carolina University, 2010.

The purpose of this study was to compare domains of self-concept in gifted high school students based on their academic setting (homogenous grouping or heterogeneous grouping). Specifically, the domains of academic, competence, and social self-concept were compared between the two groups. Gifted students collapsed across academic setting were compared to the non-gifted normative sample on affect self-concept. Participants included 43 gifted students (28 students of which were grouped homogeneously, 15 heterogeneously). The Multidimensional Self Concept Scale (MSCS, Bracken, 1992) was group administered to students who volunteered to participate in the study. Participants completed a demographics form designed to gather information to describe each group. A One-Way Multivariate Analysis of Variance (MANOVA) was conducted to compare the differences in academic, competence, and social self-concepts based on academic grouping. It was hypothesized that the homogeneously grouped students would score higher on the domains of social and competence self-concepts compared to the heterogeneously grouped students. Heterogeneously grouped students were expected to score higher on academic self-concept than the homogeneously grouped students. It was hypothesized that there would be no difference between the scores of the sampled gifted students (collapsed across groups) and the normative sample on the affect self-concept domain, which was tested via T-test. Analysis showed that there was no significance difference between the groups in academic, competence, and social self-concepts. In addition, the gifted students sampled showed significantly higher affect self-concept scores than the normative sample. Limitations and suggestions for future research are discussed.

ISBN: 9781109706864Subjects--Topical Terms:

1673432
Education, Gifted.

Differences in academic, affect, competence, and social self-concepts in homogeneously and heterogeneously grouped gifted students.
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100 1 $a Hamm, Christopher Jeffrey. $3 1683167
245 1 0 $a Differences in academic, affect, competence, and social self-concepts in homogeneously and heterogeneously grouped gifted students.
300 $a 59 p.
500 $a Source: Masters Abstracts International, Volume: 48-04, page: 1909.
500 $a Adviser: Candace Boan-Lenzo.
502 $a Thesis (S.S.P.)--Western Carolina University, 2010.
520 $a The purpose of this study was to compare domains of self-concept in gifted high school students based on their academic setting (homogenous grouping or heterogeneous grouping). Specifically, the domains of academic, competence, and social self-concept were compared between the two groups. Gifted students collapsed across academic setting were compared to the non-gifted normative sample on affect self-concept. Participants included 43 gifted students (28 students of which were grouped homogeneously, 15 heterogeneously). The Multidimensional Self Concept Scale (MSCS, Bracken, 1992) was group administered to students who volunteered to participate in the study. Participants completed a demographics form designed to gather information to describe each group. A One-Way Multivariate Analysis of Variance (MANOVA) was conducted to compare the differences in academic, competence, and social self-concepts based on academic grouping. It was hypothesized that the homogeneously grouped students would score higher on the domains of social and competence self-concepts compared to the heterogeneously grouped students. Heterogeneously grouped students were expected to score higher on academic self-concept than the homogeneously grouped students. It was hypothesized that there would be no difference between the scores of the sampled gifted students (collapsed across groups) and the normative sample on the affect self-concept domain, which was tested via T-test. Analysis showed that there was no significance difference between the groups in academic, competence, and social self-concepts. In addition, the gifted students sampled showed significantly higher affect self-concept scores than the normative sample. Limitations and suggestions for future research are discussed.
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710 2 $a Western Carolina University. $b Psychology. $3 1029152
773 0 $t Masters Abstracts International $g 48-04.
790 1 0 $a Boan-Lenzo, Candace, $e advisor
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790 1 0 $a Unruh, Lori $e committee member
790 $a 1373
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792 $a 2010
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