
02353682
j
2003e.03772
Xin Ma
Early acceleration of mathematics students and its effect on growth in selfesteem: A longitudinal study.
Int. Rev. Educ. 48, No. 6, 443468 (2002).
Springer, Dordrecht; UNESCO Institute for Lifelong Learning (UIL), Hamburg
EN
C20
doi:10.1023/A:1021334707732
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 selfesteem 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 selfesteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in selfesteem among honors students. (DIPF/Orig.)