First Advisor
Ritchotte, Jennifer
Second Advisor
Omdal, Stuart
Document Type
Dissertation
Date Created
12-1-2016
Department
College of Education and Behavioral Sciences, Special Education, Special Education Student Work
Embargo Date
3-28-2019
Abstract
Academic self-concept and gifted education are of particular importance to the field of education. Positive academic self-concept is correlated with several favorable educational outcomes but can be impacted by various educational factors such as ability grouping. The purpose of this study was to investigate the academic self-concept of gifted students in mixed ability schools and gifted schools in Saudi Arabia and determine the predictors of academic self-concept including school type, grade point average (GPA), grade level, class ranking, and gender. The sample of this study was 147 male and female gifted students in grades seven, eight, and nine enrolled in gifted and mixed ability schools. The participants completed a self-description questionnaire to assess their academic self-concept. Results showed there were differences between gifted students in gifted school and mixed ability schools regarding academic self-concept. Another finding of this study was school type, GPA, and grade level were statistical predictors of academic self-concept, whereas class ranking and gender were not. Educators should consider the potential negative effects on academic self-concept that result from grouping identified gifted students. Students might benefit from an intervention designed to support their psychological well-being. Implications for practice and suggestions for future research were also discussed. Based on these findings, educators should consider the potential negative effects on academic self-concept resulting from grouping identified gifted students and professional development on the big-fish-little-pond effect is urged. Educators might also provide students with an intervention designed to support their psychological well-being as well as encourage mastery-based achievement, which might be beneficial.
Keywords
Ability grouping, Academic self-concept, Gifted schools, Gifted students, Saudi Arabia
Extent
138 pages
Local Identifiers
ALHANAYA_unco_0161D_10524
Rights Statement
Copyright is held by the author.
Recommended Citation
Alhanaya, Mohammad, "The Impact of Gifted Schools on the Academic Self- Concept of Gifted Students in Saudi Arabia" (2016). Dissertations. 377.
https://digscholarship.unco.edu/dissertations/377