Social, Emotional, and Behavioral Adjustment of Accelerated Students, Students in Gifted Classes, and Regular Students in Eighth Grade

  • Sayler M
  • Brookshire W
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Abstract

This study found that accelerated students (n=365) and students (n=334) in gifted classes had better perceptions of their social relationships and emotional development and fewer behavior problems than did regular students (n=323). The accelerated eighth graders who entered school early or skipped elementary grades did not report social isolation, emotional difficulties, or behavior problems. (Author/DB)

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Authors

  • Micheal F. Sayler

  • William K. Brookshire

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