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Fraker, French Levering, Jr. 2014-12-15T18:50:49Z 2014-12-15T18:50:49Z 10000-01-01 1986 1986 This study investigated the impact that the entry into a school comprised of all academically talented students had upon the academic self-concept, social emotional adjustment, and causal attributions of the beginning students. The students entered this school from the sixth and seventh grade. Each student was given a pre-measure of academic self-concept, social-emotional adjustment, and causal attributions at the beginning of the first semester. A post-measure of these three instruments was given at the end of the first semester. A t-test was computed to determine the nature of the impact on the students. The results indicate both academic self-concept and social-emotional adjustment remained stable. There was a shift in the causal attributions of the students. There was an increase in the amount of responsibility for failure the students attributed to a lack of ability and to a lack of effort. The other causal attributions did not significantly change. These results imply the academic self-concept and social-emotional adjustment of the students were not altered by entry into a school comprised of all gifted students. This transition does however appear to result in an increased internal attribution for failure. Made available in DSpace on 2014-12-15T18:50:49Z (GMT). No. of bitstreams: 1 8610927.pdf: 5214824 bytes, checksum: 8038bd0c0a63c968957de6cd8f8afbd5 (MD5) Previous issue date: 1986 Embargo set by: Seth Robbins for item 69204 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 156 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1986. http://hdl.handle.net/2142/69038 (UMI)AAI8610927 Education, Educational Psychology The Impact of Entering a High School for The Academically Talented, on The Academic Self-Concept, Social-Emotional Adjustment, and Causal Attributions of Beginning Students text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.