The Influence of Gifted and Talented Programs on Students' Self-Concept

Autor/inn/en	Kalaji, Ghina; Alborno, Nadera
Titel	The Influence of Gifted and Talented Programs on Students' Self-Concept
Quelle	In: Athens Journal of Education, 10 (2023) 3, S.507-522 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Academically Gifted; Gifted Education; Self Concept; Student Attitudes; Foreign Countries; Acceleration (Education); Enrichment Activities; Secondary School Students; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; United Arab Emirates + Suchen Sie Ihr Suchwort? Selbstkonzept; Schülerverhalten; Ausland; Acceleration; Beschleunigung; Bereicherungsprogramm; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Vereinigte Arabische Emirate
Abstract	The purpose of this research is to explore the influence of high school gifted and talented (GT) programs on students' self-concept from the students' perspectives in the UAE. A qualitative, exploratory, interview-based study was employed to answer the following question: How gifted and talented programs influence students' self-concept? Data were collected using semi-structured interviews. Ten GT students from grades 8-12 were interviewed from three different GT programs in UAE schools. Analysis revealed that students exhibited positive self-concept in three dimensions: general, academic, and social. The GT programs in the UAE seem to influence students' self-concept positively by nurturing their strengths, valuing their efforts, developing their skills, and emphasizing their future roles in the community. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01