Early Acceleration of Mathematics Students and its Effect on Growth in Self-esteem: A Longitudinal Study.

Autor/in	Ma, Xin
Titel	Early Acceleration of Mathematics Students and its Effect on Growth in Self-esteem: A Longitudinal Study.
Quelle	In: International review of education, (2002) 6, S.443-468Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1023/A:1021334707732
Schlagwörter	Longitudinal Study; Average Growth; Grade Level; Male Student; Significant Growth
Abstract	Abstract The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students.
Erfasst von	OLC
Update	2023/2/05