A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth grader’s perceptions of academically high-performing classmates

Oh, H., Sutherland, M. , Stack, N., Badia, M., Blumen, S., Nguyen Quoc, A.-T., Wormald, C., Maakrun, J. and Ziegler, A. (2015) A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth grader’s perceptions of academically high-performing classmates. High Ability Studies, 26(1), pp. 152-166. (doi: 10.1080/13598139.2015.1044080)

Abstract

Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Stack, Professor Niamh and Sutherland, Professor Margaret
• Authors: Oh, H., Sutherland, M., Stack, N., Badia, M., Blumen, S., Nguyen Quoc, A.-T., Wormald, C., Maakrun, J., and Ziegler, A.
• College/School: College of Science and Engineering > School of Psychology; College of Social Sciences > School of Education > Social Justice Place and Lifelong Education; College of Social Sciences > School of Education > Creativity Culture and Faith; College of Social Sciences > School of Education > Pedagogy Policy and Practice; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: High Ability Studies
• Publisher: Taylor & Francis
• ISSN: 1359-8139
• ISSN (Online): 1469-834X
• Published Online: 04 June 2015
• Copyright Holders: Copyright © 2015 Taylor and Francis
• First Published: First published in High Ability Studies 26(1):152-166
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher