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Longitudinal Research02:20

Longitudinal Research

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Cross-Sectional Research01:50

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In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
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Proximity plays a fundamental role in shaping interpersonal attraction by increasing opportunities for interaction and fostering familiarity. Research consistently demonstrates that individuals are more likely to form social bonds with those who are physically closer to them, whether in residential settings, workplaces, or educational institutions. This effect is largely driven by the increased frequency of encounters, which facilitates the development of friendships and romantic...
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Social Facilitation01:04

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Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
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Theory of Attribution II: Kelley's Covariation Theory01:29

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Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
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Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
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High-ability students in pull-out programs and regular classes: A longitudinal study on perceived social

Jade M van Rossen1, Lisette Hornstra1, Astrid M G Poorthuis2

  • 1Department of Education, Utrecht University, P.O. Box 80140, 3508 TC, Utrecht, The Netherlands.

Journal of School Psychology
|March 15, 2021
PubMed
Summary

High-ability students

Keywords:
High-ability studentsPeer relationshipsPull-out programsStudent-teacher relationships

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Area of Science:

  • Educational Psychology
  • Social Sciences

Background:

  • Pull-out programs for high-ability students are widely supported for academic benefits.
  • Social outcomes associated with these programs remain largely unexplored.

Purpose of the Study:

  • To examine the social relationships of high-ability students in pull-out programs versus regular classes.
  • To compare social perceptions between high-ability students and a general student reference group.

Main Methods:

  • A one-year, three-wave longitudinal study involving 245 high-ability students and 429 regular students.
  • Latent growth curve analyses were used to assess perceived social relationships with teachers and peers.

Main Results:

  • High-ability students reported social relationships with peers and teachers in regular classes comparable to those of regular students.
  • Initially, relationships in pull-out programs and regular classes were perceived similarly, but regular class peer relationships declined over the year.
  • Perceived social relationships with peers in regular classes showed a slight negative trend for high-ability students over the school year.

Conclusions:

  • The findings question the universal need for specialized peer interaction for high-ability students' positive social experiences.
  • Consideration of both academic and social effects in regular and pull-out settings is crucial when selecting students for gifted programs.