Accelerative Strategies: How Effective are they for the Gifted?

Brody, Linda E.; Benbow, Camilla Persson

doi:10.1177/001698628703100302

Cited by 78 publications

(61 citation statements)

References 9 publications

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“…Cunningham and Rinn (2007) found similar results with regard to the general and emotional self-concept, such that gifted adolescents experienced a significant increase in general and emotional self-concept scores over the course of a three-week summer program. Various other researchers have found similar increases in self-concept across a variety of selective programs and environments for the gifted (Brody and Benbow 1987;Kolloff and Moore 1989;Vaughn et al 1991). These studies suggest that even though a summer program or environment may be for academically gifted students, the effects on both academic and non-academic self-concepts are noteworthy.…”

Section: Social Comparison and Self-conceptsupporting

confidence: 54%

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

Rinn

Jamieson²,

Gross

et al. 2008

Soc Psychol Educ

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This study examines the effects of social comparison, gender, and grade level on gifted adolescents' multidimensional self-concept. Participants include 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Multidimensional self-concept was measured using the Self Description Questionnaire II (Marsh, Self description questionnaire (SDQ) II: manual, 1990) and social comparison levels were assessed through the use of the Iowa-Netherlands Comparison Orientation Measure (Gibbons and Buunk, J Pers Soc Psychol 76: 129-142, 1999). Results indicate that social comparison and grade level influence the emotional stability and physical attractiveness self-concepts. Gender influences the physical ability, emotional stability, verbal, and parent relations self-concepts. Conclusions and implications are discussed.

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Section: Social Comparison and Self-conceptsupporting

confidence: 54%

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

Rinn

Jamieson²,

Gross

et al. 2008

Soc Psychol Educ

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“…In their study of the long-term effects of an enrichment program for gifted elementary school students, Moon et al found the long-term benefits of participating in a gifted program to be mostly positive, including an increased self-concept, increased motivation, an increase in basic thinking skills, and an increase in autonomous learning. Although Marsh et al (1995) did identify a group of 9-year-old students suffering a decline in academic self-concept after being accelerated into a gifted class (indeed a decline in nonacademic self-concepts as well), most studies of accelerated students do not find an consistent pattern of lowered self-concepts and prolonged negative motivational consequences (see Brody and Benbow 1987). In fact, long-term prospects based on research are quite positive (Lubinski 2004).…”

mentioning

confidence: 99%

The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here?

2008

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The big-fish-little-pond effect (BFLPE) refers to the theoretical prediction that equally able students will have lower academic self-concepts in higher-achieving or selective schools or programs than in lower-achieving or less selective schools or programs, largely due to social comparison based on local norms. While negative consequences of being in a more competitive educational setting are highlighted by the BFLPE, the exact nature of the BFLPE has not been closely scrutinized. This article provides a critique of the BFLPE in terms of its conceptualization, methodology, and practical implications. Our main argument is that the BFLPE, while having added to our understanding of the origins of self-concepts, disproportionately emphasizes one aspect of social comparison to the exclusion of many other intervening factors. In light of our critique, we suggest a broader conception of social comparison effects on academic self-concept that emphasizes a more active role of individuals in regulating their social cognition and motivation, as well as a more distinct effect of social-contextual influences. We also suggest alternative research designs that would incorporate contextual, developmental, and individual differences as potential moderators or mediators of the BFLPE. What is the BFLPE?The big-fish-little-pond effect (BFLPE) was proposed by Marsh and Parker (1984;Marsh 1984Marsh , 1987 based on the assumption that students use a local "frame of reference" to form their self-concepts on a relevant dimension of the self. Marsh and Parker operationalized the frame of reference or standard of comparison to be school-average ability level 1 . Thus, the general theoretical prediction based on the BFLPE is that equally able students will have lower academic self-concepts in higher average-ability schools but higher self-concepts in comparatively lower average-ability schools. In plain language, whether one perceives oneself as a big fish depends on the size of the other fish (more accurately, the average size of the other fish) in the pond. The stronger the peer group as a frame of reference, the lower one's academic self-concept. By the same token, weaker peer groups lead to higher academic self-concepts.Since Marsh and his colleagues proposed the BFLPE model, numerous studies have been conducted to date (see Marsh and Hau 2003;Marsh et al. 2005;Marsh et al. 2007, for most recent studies), and the areas where the BFLPE is investigated have also been extended from academic to artistic and athletic, among others (e.g., Chanal et al. 2005). The research interest generated by the BFLPE model is largely due to its practical implications. Marsh (1987;Marsh et al. 2004) has repeatedly warned that parents who are eager to send their children to selective schools should be aware of possible negative consequences associated with the BFLPE. Moreover, based on the fact that people are constantly working in social settings that potentially provide social comparative information and salient cues for social comparison, the BFLPE shoul...

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“…From the perspective of criteria set in other international jurisdictions, Simbir fulfilled the conditions of acceleration (e.g., Brody & Benbow, 1987;Gross, 1992;Pollins, 1983, Stanley, 1978. First, Simbir had a total IQ of 137 in the WISC-111, when typically acceleration usually requires an IQ of 130 (Khaleefa, 2005).…”

Section: Early Elementary Years and Academic Accelerationmentioning

confidence: 99%

“…Acceleration, however, it is considered by the Sudanese Ministry of Education as gonha or of questionable significance (Omar, January, 2005). In fact, it is viewed with some skeptism and apprehension (Jarwan, 1998(Jarwan, , 2002, and at the present no legislation exists concerning acceleration whether it relates to early admission to kindergarten or school or to skipping different grades in school.From the perspective of criteria set in other international jurisdictions, Simbir fulfilled the conditions of acceleration (e.g., Brody & Benbow, 1987;Gross, 1992;Pollins, 1983, Stanley, 1978. First, Simbir had a total IQ of 137 in the WISC-111, when typically acceleration usually requires an IQ of 130 (Khaleefa, 2005).…”

mentioning

confidence: 99%

World Council for Gifted and Talented Children

Klassen¹

2009

Encyclopedia of Giftedness, Creativity, and Talent

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This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98 th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed.Keywords: Giftedness, Social Fit, Human Resource Management, Mismanagement, Intellectual Capital.Introduction Research (e.g., Schlosser, 2001; Yewchuk, Äystö & Schlosser, 2001) and literature more or less anecdotal in nature (e.g., Lewis, 1997) focuses increasing amounts of time and effort explaining success or the lack thereof, not only in the field of high ability studies but perhaps even more so in general management and human resource studies. Prompting such research is, of course, a desire to find factors, which, a) could more or less predict success or expertise, and b) are assumed to facilitate or even cause it (van der Heijden, 2000).However, while the somewhat nebulous meaning of "success" is not necessarily tied to giftedness, it is more often associated with marketability (Adler, 1985; Hamlen, 1991). As such it is not unusual to argue that developing gifted education and special provision for the gifted and talented population is important for success or alternatively continued societal welfare and development (e.g., Wilms, 1986).Singapore researchers Teo and Quah (1999) make the following observation:The Gifted Education Program (GEP) in Singapore has been in existence … [since 1984] … for more than a decade. But few of its graduates have made exceptional contributions to self or the nation; a nation with hardly any natural resources and which relies a great deal on its human resources for surviving in a competitive world. (p. 24, with author's clarification in brackets)It would seem the equation between desired success and giftedness is not simple and straightforward, even ...

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Accelerative Strategies: How Effective are they for the Gifted?

Cited by 78 publications

References 9 publications

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here?

World Council for Gifted and Talented Children

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