Satisfaction with School among Gifted Israeli Students Studying in Various Frameworks

The study was aimed at assessing gifted students’ satisfaction with school. The research sample comprised 229 Israeli elementary and junior high school gifted students, studying in separate classrooms, pullout programmes and pullout programme dropouts, and 140 regular students studying at the same schools. Satisfaction was measured using a self-report questionnaire comprised of the following factors: Teachers’ characteristics, level and pace of studies, teaching methods, academic self-concept, and general self-concept. The study concludes that a male gifted junior high school student, who had dropped out of a pullout programme, and whose mother is a high school graduate, will express the lowest level of satisfaction with school. Practical implications, with respect to students’ preference of school enrichment practices, are described.