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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.
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]
Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Affective Interventions for High-Ability Students From 1984-2015: A Review of Published Studies.
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  Data: <searchLink fieldCode="AR" term="%22Jen%2C+Enyi%22">Jen, Enyi</searchLink><relatesTo>1</relatesTo><i> enyi0624@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Advanced+Academics%22">Journal of Advanced Academics</searchLink>. Aug2017, Vol. 28 Issue 3, p225-247. 23p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Process+education%22">Process education</searchLink><br />*<searchLink fieldCode="DE" term="%22Crystallized+intelligence%22">Crystallized intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+qualifications%22">Job qualifications</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability+testing%22">Ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Dunning-Kruger+effect%22">Dunning-Kruger effect</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1932202X17715305
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      – SubjectFull: Job qualifications
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      – SubjectFull: Ability testing
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