Affiliation:
1. Carnegie Mellon University, Pittsburgh, PA, USA
2. The Ohio State University, Columbus, OH, USA
Abstract
This study examined the psychological well-being of students enrolled in two gifted programs with different service delivery models. Participants were 292 fifth- and sixth-grade students ( Mage = 11.70, SDage = 0.65) enrolled in a gifted math pull-out program ( n = 103), a self-contained gifted program ( n = 90), or a program providing no gifted services, which served as a control group ( n = 99). Multiple differences in psychological well-being across programs were revealed in Hierarchical Linear Models, particularly in terms of math self-concept, loneliness, and maladaptive perfectionism. Students in the two gifted programs reported different patterns of psychological well-being when compared with students in the no gifted services control group. These differences suggest distinct social phenomena underlying the two different service delivery models.
Subject
Developmental and Educational Psychology,Education
Cited by
10 articles.
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