The Socioaffective Impact of Acceleration and Ability Grouping

By Maureen Neihart. 2007

188 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4135e45bb4c1679e81c95170b1e1292d4ecc86bd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Efficacy of Academic Acceleration for Gifted Minority Students (2010, background): “…and early entrance to school/college, did not result in social and emotional difficulties including difficulties making friends with older students (for summaries, see Benbow et al., 1996; Colangelo et al., 2004; Gross & van Vliet, 2005; Ingersoll & Cornell, 1995; Neihart, 2007; Rogers, 2002).”
The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, background): “A growing body of empirical studies has been contributing to our understanding of the effects of achievement or ability grouping on achievement-related as well as on socio-affective variables (e.g., Catsambis, Mulkey, & Crain, 1999, 2001; Marsh, Seaton, et al., 2008; Neihart, 2007).”
Academically Gifted Students’ Perceived Interpersonal Competence and Peer Relationships (2012, background): “…literature suggests that in most situations, being intellectually gifted is generally an asset socially and emotionally (Janos & Robinson, 1985; Neihart, 1999, 2002, 2007; Robinson, 2008) and gifted students tend to be well-received by peers (Austin & Draper, 1981; Neihart, 1999, 2002, 2007).”
The Effects of Acceleration on High-Ability Learners: A Meta-Analysis (2011, methodology): “As Neihart (2007) stated, social effects were typically measured via “social maturity scores, teacher ratings of social skills, participation in extracurricular activities, and leadership positions held” (pp. 331-332), whereas emotional effects were usually examined by “measures of self-concept or…”
Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K (2012, background): “As Neihart (2007) noted, there is a need for research comparing gifted students receiving programming with those not receiving programming on “standardized, objective measures.”