Skipping to the bigger pond: Examining gender differences in students’ psychosocial development after early acceleration

Kretschmann, Julia; Vock, Miriam; Lüdtke, Oliver; Gronostaj, Anna

doi:10.1016/j.cedpsych.2016.06.001

Cited by 10 publications

(12 citation statements)

References 72 publications

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“…Findings related to social-emotional effects of grade-skipping have been quite divergent to date (Hoogeveen et al, 2009(Hoogeveen et al, , 2012Kent, 1992;Kretschmann et al, 2015;Lee et al, 2012;Robinson & Janos, 1986;Sayler & Brookshire, 1993;Steenbergen-Hu & Moon, 2011). Key factors in positive social-emotional development after grade-skipping seem to be the attitudes and behavior of the teachers involved (Culross, Jolly, & Winkler, 2013).…”

Section: Discussion Implications and Limitationsmentioning

confidence: 99%

“…As this was a cross-sectional study, it was “not clear whether having better interpersonal skills contributed to a student being a good candidate for subject acceleration by school officials or whether this was an effect of the acceleration” (Lee et al, 2012, p. 100). Opposed to this, a German study in which propensity score matching was applied to obtain an appropriate control group showed that students who skipped a grade during elementary school judged their peer relations more negative than the control group (Kretschmann, Vock, Lüdtke, & Gronostaj, 2015).…”

mentioning

confidence: 99%

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How to Learn Things at School You Don’t Already Know

Gronostaj

Werner

Bochow

et al. 2015

Gifted Child Quarterly

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Acceleration is an educational practice to promote gifted students. It is defined as proceeding "through an educational program at rates faster, or at younger ages, than typical" (Colangelo, Assouline, & Gross, 2004, p. xi). However, rather than being aimed at speeding up or saving time, accelerative procedures are designed to "align. .. learning opportunities with salient aspects of each student's individuality" (Lubinski & Benbow, 2000, p. 137). Hence, grade-skipping is a measure to achieve an appropriate placement that complies with the students' particular state of development irrespective of their age (see also Brody & Benbow, 2004). Being gifted in an age-based heterogeneous school setting bears the risk of a mismatch between the person and the environment (Brandtstädter, 2007; Eccles et al., 1993). Teaching designed to address academic needs of average-ability students might not provide sufficient intellectual challenge or appropriate pace of instruction, and perhaps does not satisfy the need for deep-level learning of gifted students. Particularly in their first few years at school, gifted students who are academically far ahead of their classmates do not receive instruction in the zone of their proximal development (Vygotsky, 1978) but are forced to work on things they already know (Stanley, 2000). Much of the knowledge that is new for them at school is acquired quickly, and they are able to understand many things at once. This situation can contribute to several problems, from simple boredom to underachievement, school dropout, and behavioral problems

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Section: Discussion Implications and Limitationsmentioning

confidence: 99%

mentioning

confidence: 99%

How to Learn Things at School You Don’t Already Know

Gronostaj

Werner

Bochow

et al. 2015

Gifted Child Quarterly

Self Cite

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show abstract

“…More recently, however, the issue emerged again as to whether grade-based acceleration produces any surplus learning gains for gifted students compared to their nonaccelerated counterparts. Using a matching procedure, Kretschmann et al [10] compared German students in grades four to six who skipped a grade and those who did not and found no systematic advantages in grade skipping. Moreover, the authors [11] found in another study that grade skipping disadvantaged girls.…”

Section: Introductionmentioning

confidence: 99%

“…First, past research tended to focus on the overall effects of various forms of acceleration, with little attention paid to what exactly transpired when accelerated students took on specific curricular challenges and dealt with issues they would not have encountered if they were not accelerated. In other words, most research focused on some outcome measures e.g., [10,11] rather than processes, with the unwarranted assumption that somehow academic acceleration (e.g., grade skipping) can automatically lead to additional learning gains or other beneficial outcomes. In a recent study, McClarty [27] found that postacceleration opportunities (e.g., AP courses and high-ability instructional groups) have significantly enhanced accelerated learning experiences.…”

Section: Introductionmentioning

confidence: 99%

Behind an Accelerated Scientific Research Career: Dynamic Interplay of Endogenous and Exogenous Forces in Talent Development

Dai

2020

Education Sciences

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This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and development; (2) what kinds of exogenous factors (e.g., environmental opportunities, resources, support) they experienced from childhood to adulthood that enhanced the successful acceleration experience; and (3) how these endogenous and exogenous factors facilitated their developmental transitions every step of the way, especially from the role of a student to that of an aspiring scientist. These questions are addressed in light of evolving complexity theory. Retrospective interviews were used for data collection. Thematic analysis of the codes from interview data yielded a conceptual map. A distinct set of endogenous and exogenous factors at different developmental junctures were identified, and their dynamic interplay was delineated to account for accelerated trajectories toward a scientific research career. The theoretical significance and practical implications of the study for talent development in science are discussed.

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“…For example, some studies examined students that experienced a change in their learning environment and thus, assumingly, their frame of reference. These included, for example, transitions from higher to lower school tracks and vice versa (Arens & Watermann, 2015;Wouters et al, 2012), transitions into a course system with advanced and basic courses (von Keyserlingk et al, 2019), or changes resulting from grade retention or acceleration (Kretschmann et al, 2016(Kretschmann et al, , 2019. These studies supported that students moving into higherachieving contexts experienced a drop in their ASC.…”

Section: Social Comparisons In the Classroom: The Big-fish-little-pond Effectmentioning

confidence: 77%

Social comparison effects on academic self-concepts – Which peers matter most?

Jansen¹,

Boda²,

Lorenz³

2021

Preprint

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Social comparisons with peers are important sources of self development during adolescence. Many previous studies showed that to form their academic self-concepts (ASC), students contrast their achievement with the average of their class or school (the Big-Fish-Little-Pond Effect, BFLPE). Based on social comparison theory, however, we would expect some peers to be more likely social comparison targets because they are more visible or students perceive them as similar to themselves. In this study, we used sociometric data to analyze which peers play the most important role for social comparison effects on ASC. We examined how the average achievement of friends, study partners, popular peers as well as same-gender and same-ethnic peers affect the general ASC and how these effects compare to the effect of classroom average achievement. The study was based on a German longitudinal sample of 2,438 students from 117 school classes that were followed from Grade 9 to 10. As a novelty in ASC research, we applied methods for longitudinal social network analysis. . Our results do not confirm substantial incremental effects of specific peers, while class average achievement showed a stable negative effect (the BFLPE). In addition, we could provide evidence for social selection effects based on ASC. Controlling for endogenous network processes and similarity in achievement, gender, socioeconomic background, and ethnicity, students were more likely to select peers with similar ASCs as friends. We conclude that classrooms provide a specific setting that imposes social comparisons with the “generalized peer” rather than with specific subgroups of peers.

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Skipping to the bigger pond: Examining gender differences in students’ psychosocial development after early acceleration

Cited by 10 publications

References 72 publications

How to Learn Things at School You Don’t Already Know

How to Learn Things at School You Don’t Already Know

Behind an Accelerated Scientific Research Career: Dynamic Interplay of Endogenous and Exogenous Forces in Talent Development

Social comparison effects on academic self-concepts – Which peers matter most?

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