Gifted, Streamed and Mixed-Ability Programs for Gifted Students: Impact on Self-Concept, Motivation, and Achievement

Abstract

Gifted and talented (GAT) students in a new regional selective GAT program were compared with GAT students in mixed ability and streamed classes. Outcomes were academic and non-academic self-concepts, motivation orientations, and achievement tests administered at the start and end of the school year. Selective GAT students' gains were not significantly better than comparison GAT student's gains on any outcome. Selective GAT students' scores were significantly more negative for all facets of academic self-concepts, for all but one of the facets of non-academic self-concept, and for four of six motivational orientations, but did not differ from the comparison GAT students on achievement test scores. Comparisons of students in mixed ability and streamed settings were nonsignificant for 16 of 18 outcomes. The results did not support the intended outcomes of the selective GAT program in relation to academic self-concept and motivational orientations but were consistent with previous self-concept theory and research.