Developing Self-Competencies: Theoretical Foundation and Empirical Evaluation of an Assessment-Based Mentoring Program for Gifted Students

Autor(en): Renger, Sebastian
Kuhl, Julius 
Stichwörter: Giftedness; IMPLICIT; learning support; mentoring; promotion of giftedness; PSI; Psychology; Psychology, Educational
Erscheinungsdatum: 2017
Herausgeber: ERNST REINHARDT GMBH CO VERLAG
Journal: PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT
Volumen: 64
Ausgabe: 1
Startseite: 64
Seitenende: 76
Zusammenfassung: 
The following article reports findings concerning effects of a mentoring programme for advancing the capability of gifted and highly motivated students. This programme is part of an enrichment programme at ``Salvatorkolleg'', a grammar school in Bad Wurzach, Germany. This research has been guided by the theory of Personality-Systems-Interactions (PSI theory). The programme included a teacher-student mentoring procedure based on feedback of students' self-competencies assessed by the TOP-system (Training-Oriented-Personality Assessment) which was also used for evaluating the programme. Results reveal improvements in several self-competencies (e.g.: concentration, self-determined instead of competitive achievement motivation, initiative). Some of those improvements could be attributed to assessment-based counseling by teachers.
ISSN: 0342183X
DOI: 10.2378/peu2016.art27d

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