Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions

Figures & data

Table 1. Number of students before and after propensity score matching.

	Number of students before matching			Number of students after matching
	Number of classes	Percentage students (%)	Number of students (N)	Number of classes	Percentage students (%)	Number of students (N)
Regular	17	48.0	428	17	29.0	189
Full-time	14	24.5	218	14	33.4	218
Part-time	14	27.5	245	14	37.6	245
Total	45	100	891	45	100.0	652

Table 2. Frequencies of regular, full-time, and part-time high ability students by gender, additional funding factor, and grade.

	Gender				Additional funding factor						Grade
	Boys		Girls		.0		.3		1.2		Grade 4			Grade 5			Grade 6
Regular	89	47.1%	100	52.9%	173	92.5%	13	7.0%	1	0.5%	64	33.9%		56	29.6%		69	36.5%
Full-time	135	64.6%	74	35.4%	124	97.6%	3	2.4%	0	0.0%	72	33.0%		81	37.2%		65	29.8%
Part-time	108	61.4%	68	38.6%	100	97.1%	1	1.0%	2	1.9%	92	37.6%		94	38.4%		59	24.1%
Total	332	57.8%	242	42.2%	397	95.2%	17	4.1%	3	0.7%	228		35.0%	231		35.4%	193		29.6%

Table 3. Means and standard deviations of achievement emotions of high ability students in regular education, full-time, and part-time high ability programs.

		Regular education control group		Full-time high ability program		Part-time high ability program
	Wave	M	SD	M	SD	M	SD
Enjoyment	1	3.56	.65	3.52	.81	3.99^*	.66
	2	3.65	.65	3.60	.78	4.04^*	.57
	3	3.56	.68	3.50	.72	3.98^*	.61
Pride	1	3.60	.63	3.58	.72	3.92^*	.58
	2	3.67	.62	3.61	.67	3.95^*	.50
	3	3.59	.64	3.58	.64	3.93^*	.55
Hopelessness	1	1.91	.59	1.92	.64	1.82	.56
	2	1.70	.56	1.85^*	.65	1.68	.48
	3	1.74	.56	1.88^*	.67	1.66	.50
Boredom	1	2.55	.66	2.45	.84	2.05^*	.83
	2	2.50	.74	2.47	.85	1.94^*	.77
	3	2.60	.80	2.52	.86	1.96^*	.73
Negative activating emotions	1	1.78	.52	1.75	.59	1.65^*	.55
	2	1.65	.48	1.68	.53	1.55^*	.46
	3	1.68	.55	1.67	.56	1.57^*	.49

^* T-tests indicate a significant difference from the regular education control group (p < .05).

Figure 1. Linear developments in achievement emotions of high ability students in regular education, full-time, and part-time high ability programs during the school year.

Table 4. Effects of full-time and part-time high ability programs on developments in enjoyment.

	Model 1		Model 2		Model 3		Model 4
	Empty growth model		Control variables		High ability program		High ability program x measurement
	Coeff.	SE	Coeff.	SE	Coeff.	SE	Coeff.	SE
Fixed part
Intercept	3.77^**	.06	4.82^**	.36	4.81^**	.43	4.80^**	.43
Measurement	−.01	.01	−.04^*	.01	−.03	.02	.00	.02
Control variables
Cognitive abilities			.00	.00	.00	.00	.00	.00
Additional funding			.01	.06	.00	.11	.01	.11
Gender (girl)			−.03	.05	−.03	.06	−.03	.06
Grade			−.19^*	.04	−.18^*	.04	−.20^*	.04
High ability program (versus regular education)
Full-time					−.15	.11	−.05	.13
Part-time					.32^*	.11	.35^*	.13
Full-time x measurement							−.06	.04
Part-time x measurement							−.04	.04
Random part
Variance level 3: Class	.10	.03	.07	.02	.04	.02	.04	.02
Variance level 2: Student	.27	.02	.27	.02	.23	.02	.23	.02
Variance level 1: Measurement	.20	.01	.19	.01	.19	.01	.18	.01
R^2 level 3			25.9%		58.3%		58.4%
R^2 level 2			15.1%		15.0%		14.9%
R^2 level 1			7.4%		7.5%		8.0%

^* p<.05

^** p<.001.

Table 5. Effects of full-time and part-time high ability programs on developments in pride.

	Model 1		Model 2		Model 3		Model 4
	Empty growth model		Control variables		High ability program		High ability program x measurement
	Coeff.	SE	Coeff.	SE	Coeff.	SE	Coeff.	SE
Fixed part
Intercept	3.76^**	.05	4.00^**	.42	4.00^**	.41	3.94^**	.41
Measurement	−.01	.01	−.05^*	.02	−.04^*	.02	−.03	.02
Control variables
Cognitive abilities			.00	.00	.00	.00	.00	.00
Additional funding			.16	.10	.15	.10	.15	.10
Gender (girl)			−.13^*	.06	−.13^*	.06	−.13^*	.06
Grade			−.09^*	.04	−.09^*	.04	−.08^*	.04
High ability program (versus regular education)
Full-time					−.11	.09	.01	.12
Part-time					.27^*	.09	.27^*	.12
Full-time x measurement							−.06	.04
Part-time x measurement							.01	.05
Random part
Variance level 3: Class	.05	.02	.04	.02	.02	.01	.02	.01
Variance level 2: Student	.21	.02	.19	.02	.19	.02	.19	.02
Variance level 1: Measurement	.19	.01	.18	.01	.18	.01	.18	.01
R^2 level 3			14.8%		53.5%			53.7%
R^2 level 2			9.9%		10.1%			10.1%
R^2 level 1			6.6%		6.7%			6.8%

^* p < .05

^** p < .001.

Table 6. Effects of full-time and part-time high ability programs on developments in hopelessness.

	Model 1		Model 2		Model 3		Model 4
	Empty growth model		Control variables		High ability program		High ability program x measurement
	Coeff.	SE	Coeff.	SE	Coeff.	SE	Coeff.	SE
Fixed part
Intercept	1.88^**	.04	2.38^**	.38	2.31^**	.37	2.36^**	.38
Measurement	−.05^**	.01	−.06^**	.02	−.06^**	.02	−.08^**	.02
Control variables
Cognitive abilities			.00	.00	.00	.00	.00	.00
Additional funding			−.07	.10	−.05	.10	−.05	.10
Gender (girl)			.12^*	.05	.12^*	.05	.12^*	.05
Grade			−.03	.03	−.03	.03	−.03	.03
High ability program (versus regular education)
Full-time					.15^*	.15	.05	.11
Part-time					−.12	−.12	−.14	.11
Full-time x measurement							.05	.04
Part-time x measurement							.00	.05
Random part
Variance level 3: Class	.19	.01	.18	.01	.18	.01	.18	.01
Variance level 2: Student	.17	.02	.16	.02	.16	.02	.16	.02
Variance level 1: Measurement	.01	.01	.02	.01	.01	.01	.01	.01
R^2 level 3			.0%		19.8%		18.8%
R^2 level 2			7.1%		7.7%		7.7%
R^2 level 1			7.8%		7.9%		8.2%

^* p < .05

^** p < .001.

Table 7. Effects of full-time and part-time high ability programs on developments in boredom.

	Model 1		Model 2		Model 3		Model 4
	Empty growth model		Control variables		High ability program		High ability program x measurement
	Coeff.	SE	Coeff.	SE	Coeff.	SE	Coeff.	SE
Fixed part
Intercept	2.30^**	.07	1.22^*	.53	1.44^*	.52	1.52^*	.52
Measurement	.00	.02	.04	.02	.04	.02	.04	.03
Control variables
Cognitive abilities			−.01	.00	.00	.00	.00	.00
Additional funding			.00	.13	.00	.13	.00	.13
Gender (girl)			−.04	.07	−.05	.07	−.05	.07
Grade			.24^**	.05	.22^**	.05	.21^**	.05
High ability program (versus regular education)
Full-time					.04	.14	−.06	.17
Part-time					−.50^**	.14	−.32	.17
Full-time x measurement							.05	.05
Part-time x measurement							−.11	.06
Random part
Variance level 3: Class	.13	.04	.13	.04	.07	.03	.07	.03
Variance level 2: Student	.35	.03	.28	.03	.28	.03	.28	.03
Variance level 1: Measurement	.28	.01	.28	.02	.28	.02	.28	.02
R^2 level 3			2.1%		45.3%		46.3%
R^2 level 2			21.6%		21.4%		21.4%
R^2 level 1			.0%		.0%		.0%

^* p < .05

^** p < .001.

Table 8. Effects of full-time and part-time high ability programs on developments in negative activating emotions.

	Model 1		Model 2		Model 3		Model 4
	Empty growth model		Control variables		High ability program		High ability program x measurement
	Coeff.	SE	Coeff.	SE	Coeff.	SE	Coeff.	SE
Fixed part
Intercept	1.74^**	.03	2.15^**	.34	2.19^**	.33	2.19^**	.34
Measurement	−.04^**	.01	−.05^**	.01	−.05^**	.01	−.05^*	.02
Control variables
Cognitive abilities			.00	.00	.00	.00	.00	.00
Additional funding			.02	.09	.03	.09	.03	.09
Gender (girl)			.09	.05	.08	.05	.08	.05
Grade			−.03	.03	−.04	.03	−.04	.03
High ability program (versus regular education)
Full-time					.02	.06	.03	.09
Part-time					−.18^*	.06	−.16	.10
Full-time x measurement							.00	.03
Part-time x measurement							−.01	.04
Random part
Variance level 3: Class	.01	.00	.01	.01	.00	.01	.00	.01
Variance level 2: Student	.16	.01	.15	.02	.15	.02	.15	.02
Variance level 1: Measurement	.14	.01	.14	.01	.14	.01	.14	.01
R^2 level 3			–		–		–
R^2 level 2			10.5%		10.2%		10.2%
R^2 level 1			1.2%		1.3%		1.4%

^* p < .05

^** p < .001.