Long-term effects of acceleration on the social-emotional adjustment of mathematically precocious youths.

Teri M. Richardson · Camilla Persson Benbow

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Education, Achievement, and Giftedness Early Childhood Education and Development School Choice and Performance

Abstract

The Study of Mathematically Precocious Youth (SMPY) identified over 2,000 12-14 year-olds who scored as well as a random sample of high school females on the College Board Scholastic Aptitude Test. SMPY encouraged these students to accelerate their education; over 50% did. Their social development at age 18 and at age 23 was then assessed. We investigated the effects of amount and type of educational acceleration (grade skipping and subject matter) on psychosocial indices (self-esteem, locus of control, self-acceptance/identity, and social interaction)

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References

1954A Theory of Social Comparison Processes 1965Review of Child Development Research 2020Conceptions of Giftedness 2002Development of achievement motivation 1982Effects of Ability Grouping on Secondary School Students: A Meta-Analysis of Evaluation Findings 1985Psychosocial development in intellectually gifted children.1985The gifted and talented: Developmental perspectives.1982Consequences in High School and College of Sex Differences in Mathematical Reasoning Ability: A Longitudinal Perspective

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1993Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade 2000Healthy Perfectionism in the Gifted 1992Educational Decision Making on Acceleration and Grouping 2009The Integrated Curriculum Model (ICM)2008Self-Concept and Social Status of Accelerated and Nonaccelerated Students in the First 2 Years of Secondary School in the Netherlands 2013

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