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

T.E. Hornstra, Ineke van der Veen, Thea Peetsma

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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.
Original languageEnglish
Pages (from-to)199-224
JournalHigh Ability Studies
Volume28
Issue number2
DOIs
Publication statusPublished - 2017

Keywords

  • gifted
  • high ability
  • high-ability programs
  • pull-out programs
  • achievement emotions

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