Full metadata
Title
The relationship between placement and social skills in gifted students
Description
This study investigated the relationship between social emotional competency (SEC) and academic placement in gifted students. Data were collected on children between the ages of 5 and 12 years old (n=206) in three academic placement types - self-contained, cluster and content replacement. Social emotional skills were assessed by teacher report using the Devereux Student Strengths Assessment. Regardless of placements, the gifted students in this study were rated as having higher social emotional competencies than the standardization group of the DESSA. Gifted students in the cluster and self-contained settings demonstrated significantly higher scores in the area of Self-Awareness, which measures students' capacity to understand their personal strengths and weaknesses. When analyzed by gender, no significant differences were discovered between males; however, girls demonstrated significantly higher scores in the areas of Optimism and Self-Awareness in the self-contained and cluster settings. The results of the study have import for the development of gifted programs, especially for gifted girls.
Date Created
2015
Contributors
- Bacal, Emily (Author)
- Caterino, Linda (Thesis advisor)
- Brulles, Dina (Committee member)
- DiGangi, Samuel (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
v, 71, 1 page
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.29921
Statement of Responsibility
by Emily Bacal
Description Source
Viewed on July 10, 2015
Level of coding
full
Note
thesis
Partial requirement for: Ph. D., Arizona State University, 2015
bibliography
Includes bibliographical references (pages 52-64)
Field of study: Educational psychology
System Created
- 2015-06-01 08:13:14
System Modified
- 2021-08-30 01:28:51
- 3 years 2 months ago
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