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The Impact of Grouping Gifted Primary School Students on Self-Concept, Motivation and Achievement From Parents' Perspectives

Published online by Cambridge University Press:  23 February 2012

Danuta Chessor  and
Diana Whitton
Danuta Chessor
Affiliation:
University of Western Sydney, Australia.
Diana Whitton*
Affiliation:
University of Western Sydney, Australia. [email protected]
*
*Address for correspondence: Diana Whitton, Bankstown Campus, Building 4, University of Western Sydney, School of Education and Early Childhood Studies, Locked Bag 1797, Penrith South, NSW 1797, Australia.
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Abstract

A degree of controversy and debate exists about the best educational experiences to fulfil the potential of gifted students. Special class placement can give good educational experiences and opportunities for gifted students. However, Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) where equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Self-concept is an important factor in determining academic achievement. The place of motivation in academic achievement is well documented (Ames, 1992; Ames & Archer, 1988; Blumenfeld, 1992; Dweck, 1986) and determined by mastery or performance-goal orientation (Dweck, 1986). The motivation will ultimately have a bearing on both achievement and self-concept. The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted primary school children in a variety of groupings from a parent's perspective.

Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 15 , Issue 1 , July 2005 , pp. 93 - 104
Copyright
Copyright © Cambridge University Press 2005

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