Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions

IF 1.8 4区教育学 Q2 EDUCATION, SPECIAL

High Ability Studies Pub Date : 2017-05-29 DOI:10.1080/13598139.2017.1332575

L. Hornstra, I. van der Veen, T. Peetsma

{"title":"Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions","authors":"L. Hornstra, I. van der Veen, T. Peetsma","doi":"10.1080/13598139.2017.1332575","DOIUrl":null,"url":null,"abstract":"Abstract This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time high-ability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"199 - 224"},"PeriodicalIF":1.8000,"publicationDate":"2017-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1332575","citationCount":"10","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"High Ability Studies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/13598139.2017.1332575","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 10

Abstract

Abstract This study focused on effects of high-ability programs on students’ achievement emotions, i.e. emotions that students experience that are associated with achievement activities. Participants were students in grade 4–6 of primary education: 218 students attended full-time high-ability programs, 245 attended part-time high-ability programs (i.e. external pull-out class). Using propensity score matching, they were matched to a control group of 189 students from regular education with similar cognitive abilities. The respondents filled out questionnaires on their achievement emotions three times during a school year. Results of multilevel analyses showed that students who attended full-time high-ability programs did not report more beneficial achievement emotions compared to similar students in regular education. In contrast, students in part-time programs experienced more positive and less negative emotions during the part-time program compared to the control group in regular education. No differences in longitudinal developments throughout the school year were found between the groups.

查看原文本刊更多论文

全日制和非全日制高能力课程对学生成就情绪发展的影响

摘要本研究主要探讨高能力课程对学生成就情绪的影响，即学生体验到的与成就活动相关的情绪。研究对象为小学4-6年级的学生:218名学生参加全日制高能班，245名学生参加非全日制高能班(即外退班)。通过倾向得分匹配，他们与189名认知能力相似的普通教育学生组成的对照组进行了匹配。受访者在一个学年里填写了三次关于他们的成就情绪的调查问卷。多层次分析的结果显示，与接受普通教育的学生相比，参加全日制高能力课程的学生并没有表现出更多有益的成就情绪。相比之下，与接受常规教育的对照组相比，参加非全日制课程的学生在非全日制课程中体验到更多的积极情绪，更少的消极情绪。在整个学年的纵向发展中，两组之间没有发现差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

High Ability Studies Multiple-

CiteScore

4.80

自引率

11.10%

发文量

期刊介绍： High Ability Studies provides a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ideas. The contents of this journal are unique in reflecting concerns and recent developments in this area from childhood and across the whole life span in a variety of contexts. Far from being restricted to the traditional focus on high-level cognitive development, it also presents investigations into all other areas of human endeavour, including sport, technology, the arts, business, management and social relations.