Early acceleration of mathematics students and its effect on growth in self-esteem: A longitudinal study

Xin Ma

doi:10.1023/A:1021334707732

Early acceleration of mathematics students and its effect on growth in self-esteem: A longitudinal study

Xin Ma

Producción científica: Article › revisión exhaustiva

9 Citas (Scopus)

Resumen

The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students.

Idioma original	English
Páginas (desde-hasta)	443-468
Número de páginas	26
Publicación	International Review of Education
Volumen	48
N.º	6
DOI	https://doi.org/10.1023/A:1021334707732
Estado	Published - nov 2002

Nota bibliográfica

Funding Information:
* This research was supported by a grant from the American Educational Research Association, which receives funds for its AERA Grants Program from the National Science Foundation and the US Department of Education’s Center for Education Statistics and the Office of Educational Research and Improvement under NSF Grant # RED-9452861. Opinions reflect those of the author and do not necessarily reflect those of the granting agencies.

Financiación

* This research was supported by a grant from the American Educational Research Association, which receives funds for its AERA Grants Program from the National Science Foundation and the US Department of Education’s Center for Education Statistics and the Office of Educational Research and Improvement under NSF Grant # RED-9452861. Opinions reflect those of the author and do not necessarily reflect those of the granting agencies.

Financiadores	Número del financiador
National Science Foundation (NSF)	RED-9452861
U.S. Department of Education, OSERS
American Educational Research Association

ASJC Scopus subject areas

Education

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Early acceleration of mathematics students and its effect on growth in self-esteem: A longitudinal study

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