• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Exploring the Self-Concept and Sense of Belonging of Academically Accelerated Gifted Male Adolescents in a New Zealand Context : thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Manawatū New Zealand

    Icon
    View/Open Full Text
    01_front.pdf (349.7Kb)
    02_whole.pdf (991.2Kb)
    Export to EndNote
    Abstract
    When it comes to provision for intellectually gifted students, acceleration – the introduction of curriculum early or at a faster rate than usual – is not a popular choice in New Zealand. This is despite overwhelming overseas research finding academic acceleration to be a very effective way of meeting the needs of gifted learners. Research has also identified that many parents and educators hold a common fear that accelerating children will negatively affect their social-emotional development. The current study aimed to explore the validity of this fear. A mixed-methods study with an explanatory-sequential design was used to explore the self-concepts and sense of belonging of a cohort of 30 male Year 13 students at a single-sex secondary school in New Zealand. The students were all dually-enrolled in a variety of 100-level courses through a local university. The participants completed the Piers-Harris Children’s Self-Concept Scale 2, with the results compared to the test norms; other than physical-self-concept, no significant differences were found between the norms and the cohort on the domains measured, with all scores within the “Normal” range. Five of the participants were then purposively selected for semi-structured interviews investigating self-concept and sense of belonging, and how their experiences in their school’s acceleration programme may have impacted upon these. All of the interviewees expressed a strong sense of belonging to the school and the acceleration programme, and felt that the programme had enabled them to develop socially. The questionnaire and interview results indicated that the accelerated students felt comfortable in their identity as “accelerates”, while also feeling accepted by their fellow students. These findings suggest acceleration classes to be a positive provision for gifted students that does not significantly impact their social-emotional development.
    Date
    2016
    Author
    Yeo, Lindsay James
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/10416
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1