Gifted and Nongifted Middle School Students: Are Their Attitudes toward School Different as Measured by the New Affective Instrument, My Class Activities …?

Abstract

This paper describes a study in which the attitudes of gifted middle school students were compared with other middle school students, using a survey instrument that measures the dimensions of interest, challenge, choice, and enjoyment—dimensions rooted deeply in gifted education and central to learning. Although statistical differences were found between the two groups, the effect size was so small that the findings were interpreted to indicate that gifted students viewed their class activities essentially the same as the other students in this study. Each group reported their class activities were only slightly more than “sometimes” interesting, challenging, and enjoyable and that they were slightly more than “seldom” offered choices in their educational activities. These findings offer insight into how gifted and other students view their class activities and have implications for practices that may affect motivation and learning for all students.

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