Cognitive, Socioemotional, and Attitudinal Effects of a Triarchic Enrichment Program for Gifted Children

Abstract

In most industrialized societies, the regular educational system does not meet the educational needs of gifted pupils, causing a lag in their school achievement. One way in which more challenge can be provided to gifted children is with an enrichment program. In the present study, cognitive, socioemotional, and attitudinal effects of a triarchic enrichment program were examined in a pretest–posttest control group design. Participants were 66 upper elementary school students. With positive effects on practical intelligence, motivation, self-concept, and enjoyment of science being found, the results of this study indicated that the pull-out program is a valuable experience in the cognitive and socioemotional development of gifted children.

Effectiveness of a “Grass Roots” Statewide Enrichment Program for Gifted Elementary School Children

“…For one intervention, large effects were reported for spatial ability (Coxon, 2012). Besides the programs' efficacy on achievement scores, positive effects were also found on attitudes and perceptions related to group experiences (Peterson & Lorimer, 2011), an enhancement of self-reported enjoyment of science (Gubbels et al, 2014), and an increase in planned careers in science (Fraleigh-Lohrfink, Schneider, Whittington, & Feinberg, 2013), as well as a reduction in self-critical evaluative tendencies (Mofield & Chakraborti-Ghosh, 2010). Overall, previous studies suggest positive effects on academic achievement and socioemotional variables.…”

“…The majority of the studies investigated the effectiveness of specific enrichment trainings aimed at fostering cognitive, mathematical, spatial, verbal, or socioemotional abilities. In general, the findings revealed positive achievement effects of moderate sizes for cognitive (Gubbels, Segers, & Verhoeven, 2014), mathematical (McCoach, Gubbins, Foreman, Rubenstein, & Rambo-Hernandez, 2014), and verbal domains (Lee, Olszewski-Kubilius, & Peternel, 2010). For one intervention, large effects were reported for spatial ability (Coxon, 2012).…”

La inteligencia emocional en el ámbito educativo: un meta-análisis

“…On the other hand, studies such as those by Di Fabio & Kenni (2011) and Gubbels, Segers & Verhoeven, (2014) show that the use of Emotional Intelligence programs on students improve their self-confidence as well as helping them overcome indecision. In addition, all the students belonging to the experimental group improved in all the Emotional Intelligence dimensions, thus positively affecting decisión-making within the academic and social environment, reducing feelings of restlessness, anxiety, and negative sensations.…”

Learning Experiences of Highly Able Learners With ASD: Using a Success Case Method

“…In nurturing the strengths of twice-exceptional students, researchers have proposed a variety of strategies for enhancing giftedness, such as authentic learning opportunities, strengths development, interdisciplinary thematic units, academic acceleration, and enrichment programs (Assouline & Whiteman, 2011; Baum et al, 2001; Foley Nicpon et al, 2011; Hua, 2002; Schultz, 2012; Steenbergen-Hu & Moon, 2011). In addition, enrichment and acceleration programs (both in pullout and in self-contained classrooms) were found to be beneficial to twice-exceptional students’ cognitive and social/behavioral performances (e.g., Baum et al, 2014; Duan, Shi, & Zhou, 2010) as well as contributing to positive self-concept and motivation (e.g., Gubbels, Segers, & Verhoeven, 2014; Vogl & Preckel, 2014).…”