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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.
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