Enhancing Social‐Emotional Development of Middle School Gifted Students
This study examined effects of social‐emotional development on self‐esteem and academic achievement of gifted middle school students. The students, sixth graders in accelerated mathematics classes, were taught in cooperative learning teams for 12 weeks. Students appeared to benefit academically, personally, and socially from the cooperative learning strategies used to teach advanced mathematics, cooperative learning skills, effective communications, internal locus of control, and personal responsibility in decision‐making. Analysis of pre and post‐test measures for self‐esteem and mathematics achievement indicated both achievement and self‐competence scores increased during the intervention period. While the scores of lower achieving gifted students increased more than those of moderate and high achieving gifted students, the scores of all students increased during the study.