Satisfaction with School among Gifted Israeli Students Studying in Various Frameworks

Hava Vidergor, Shunit Reiter

    Research output: Contribution to journalArticlepeer-review


    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.

    Original languageEnglish
    Pages (from-to)39-50
    Number of pages12
    JournalGifted and Talented International
    Issue number1
    StatePublished - 1 Aug 2008

    Bibliographical note

    Publisher Copyright:
    © 2008, © 2008 — World Council for Gifted and Talented Children. All rights reserved.


    • Segregated classrooms
    • academic self-concept
    • enrichment preferences
    • general self-concept
    • level of studies
    • pullout dropouts
    • pullout programmes
    • satisfaction with school
    • teachers’ characteristics
    • teaching methods

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology


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