Social Emotional Consequences of Accelerating Gifted Students Lianne Hoogeveen

234 Pages·2008·0.9 MB·English

Social Emotional Consequences
of Accelerating Gifted Students

Lianne Hoogeveen
Cover design: Annelies Vlasblom

This study was partially supported by a grant from the Dutch Ministry of Education,
Culture, and Science (grant nr. 40400-691300 and -19863), and by financial support
of the Nelissen-Smit Foundation.

ISBN/EAN: 978-90-9023333-8
Titel: Social emotional consequences of accelerating gifted students
Auteur: Hoogeveen, L.
Social Emotional Consequences

of Accelerating Gifted Students

Een wetenschappelijke proeve
op het gebied van de Sociale Wetenschappen

Proefschrift

ter verkrijging van de graad van doctor
aan de Radboud Universiteit Nijmegen
op gezag van de rector magnificus prof. mr. S.C.J.J. Kortmann,
volgens besluit van het College van Decanen
in het openbaar te verdedigen op woensdag 22 oktober 2008
om 10.30 uur precies

door

Alida Johanna Maria Hoogeveen

Geboren op 25 oktober 1960 te Wassenaar
Promotor: Prof. Dr. L. Verhoeven

Copromotor: Dr. A.G. van Hell

Manuscriptcommissie:
Prof. dr. A.M.T. Bosman
Prof. dr. W.C.M. Resing (Universiteit Leiden)
Prof. dr. C.L.M. Witteman
In herinnering: Madeleine Jochems
Mijn paranimf
Mijn lieve wijze vriendin
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vi
CONTENTS_____________________
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CHAPTER 1 INTRODUCTION 1
Background 3
Gifted children 3
Academic acceleration 4
Social-emotional consequences of acceleration 5
Gifted education and acceleration in the Netherlands 6
The present research 7
Aims 7
Outline of the present thesis 9

CHAPTER 2 EFFECTS OF EDUCATIONAL PROGRAMS FOR GIFTED
STUDENTS. A RESEARCH REVIEW

Abstract 11
Introduction 13
The evaluation of educational programs for
gifted students 18
Purpose of the present study 19
Method 20
Results 23
Effects on cognitive performance 23
Effects on social performance 26
Effects on social emotional characteristics 27
Other factors of influence 30
Conclusions 32
Discussion 33

CHAPTER 3 TEACHER ATTITUDES TOWARD ACCELERATED
STUDENTS

Abstract 39
Introduction 40
Academic acceleration 40
Teacher opinions about acceleration 41
Education and acceleration in the Netherlands 42
Purpose of the present study 43
Method 44
Results 46
Survey 46
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Intervention study 55
Discussion 57

CHAPTER 4 SELF-CONCEPT AND SOCIAL STATUS OF
ACCELERATED STUDENTS IN THE FIRST TWO YEARS
OF SECONDARY SCHOOL

Abstract 63
Introduction 65
Self-concept 66
Social status 69
Acceleration in the Netherlands 72
Method 73
Results 78
Self-concept 78
Social status 82
Discussion 88

CHAPTER 5 SOCIAL-EMOTIONAL CHARACTERISTICS OF GIFTED
ACCELERATED AND NON-ACCELERATED STUDENTS

Abstract 95
Introduction 96
Method 101
Results 105
Self-concept 105
Behavioral profile 110
Social contacts 111
Individual variation among accelerants 113
Conclusions and discussion 113

CHAPTER 6 CONCLUSIONS AND DISCUSSION 117
Effects of educational programs for gifted students 118
Academic acceleration in the Netherlands 120
Teacher attitudes toward accelerated students 121
Social-emotional consequences of acceleration 122
Academic acceleration revisited 124
Future research 127
Educational implications 129

viii
NOTES 131

REFERENCE 133

APPENDICES 155

SUMMARY 201

SAMENVATTING 209

DANKWOORD 219

CURRICULUM VITAE 223

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