id: 02353682
dt: j
an: 2003e.03772
au: Xin Ma
ti: Early acceleration of mathematics students and its effect on growth in
self-esteem: A longitudinal study.
so: Int. Rev. Educ. 48, No. 6, 443-468 (2002).
py:
pu: Springer, Dordrecht; UNESCO Institute for Lifelong Learning (UIL), Hamburg
la: EN
cc: C20
ut:
ci:
li: doi:10.1023/A:1021334707732
ab: 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. (DIPF/Orig.)
rv: