Affective Interventions for High-Ability Students From 1984-2015: A Review of Published Studies.
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| Title: | Affective Interventions for High-Ability Students From 1984-2015: A Review of Published Studies. |
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| Authors: | Jen, Enyi1 enyi0624@gmail.com |
| Source: | Journal of Advanced Academics. Aug2017, Vol. 28 Issue 3, p225-247. 23p. 2 Charts. |
| Subject Terms: | *Process education, *Crystallized intelligence, *Job qualifications, *Ability testing, Dunning-Kruger effect |
| Abstract: | A search of the literature, from 1984 to 2015, revealed that only 17 empirical studies of direct affective intervention with high-ability students exist in the field of gifted education. These selective 17 studies, with the justifiable data published alongside them, were analyzed. Five major findings included. First, there is a need for more empirical studies of the direct affective interventions in the field. Second, there is a call for more studies with similar research interests to examine the previous findings because almost no two studies have a similar research focus. Third, the contents of direct affective interventions need to be clearly defined so that the similar intervention could be replicated. Fourth, boys and girls preferred same-gender group and group leaders. Fifth, a variety of methods were used. It is a positive finding that researchers used a variety of methods to measure the outcomes of the direct affective interventions. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | A search of the literature, from 1984 to 2015, revealed that only 17 empirical studies of direct affective intervention with high-ability students exist in the field of gifted education. These selective 17 studies, with the justifiable data published alongside them, were analyzed. Five major findings included. First, there is a need for more empirical studies of the direct affective interventions in the field. Second, there is a call for more studies with similar research interests to examine the previous findings because almost no two studies have a similar research focus. Third, the contents of direct affective interventions need to be clearly defined so that the similar intervention could be replicated. Fourth, boys and girls preferred same-gender group and group leaders. Fifth, a variety of methods were used. It is a positive finding that researchers used a variety of methods to measure the outcomes of the direct affective interventions. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X17715305 |
