The predictors of attitudes toward acceleration as an educational intervention: Primary school teachers in Mexico

IF 1.8 4区教育学 Q2 EDUCATION, SPECIAL

High Ability Studies Pub Date : 2019-11-20 DOI:10.1080/13598139.2019.1692649

Paloma Palacios Gonzalez, J. Y. Jung

引用次数: 0

Abstract

ABSTRACT This study investigated the predictors of attitudes toward acceleration as an educational intervention among primary school teachers in Mexico. For this purpose, data collected from a survey completed by 246 primary school teachers residing in two states of Mexico were analyzed using confirmatory factor analysis and multiple regression analysis. The findings indicated that school administrative support, socio-emotional impact, and state of residence may be predictive of supportive attitudes toward acceleration. In comparison, socio-emotional impact, contact with gifted persons, and self-perceptions of giftedness were identified to be predictive of perceptions that acceleration may be elitist. The implications of the study findings are discussed.

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对加速教育干预态度的预测因子:墨西哥小学教师

摘要本研究调查了墨西哥小学教师对加速教育干预态度的预测因素。为此，我们对居住在墨西哥两个州的246名小学教师的调查数据进行了验证性因子分析和多元回归分析。研究结果表明，学校行政支持、社会情感影响和居住状态可能预测对加速的支持态度。相比之下，社会情感影响、与天才的接触以及对天才的自我认知被认为是加速可能是精英主义的预测因素。讨论了研究结果的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.