Fostering cognitive and affective-motivational learning outcomes for high-ability students in mixed-ability elementary classrooms: a systematic review

• Katelijne Barbier ^[1] ; Elke Struyf ^[1] ; Karine Verschueren ^[2] ; Vincent Donche ^[1]
  1. [1] University of Antwerp

     University of Antwerp

     Arrondissement Antwerpen, Bélgica

     
  2. [2] KU Leuven

     KU Leuven

     Arrondissement Leuven, Bélgica

     
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 1, 2023, págs. 83-107
• Idioma: inglés
• DOI: 10.1007/s10212-022-00606-z
• Texto completo no disponible (Saber más ...)
• Resumen

  • Since there has been no clear overview of educational practices that benefit high-ability students in mixed-ability classrooms in grades one to six, this review aims to provide insight into the effects of educational practices on the cognitive and affective-motivational learning outcomes of high-ability students. In order to identify these educational practices, we conducted a review of the existing literature, comprising a systematic search of the Education Resources Information Center and Web of Science databases for studies from the last 25 years. Only empirical studies that investigated the impact of interventions were included. Applying these criteria resulted in the inclusion of seventeen studies. Four different educational practices were shown to have a positive impact on cognitive learning outcomes: providing dynamic feedback, enhancing self-regulated learning, adjusting the curriculum and providing differentiated instruction. The impact of educational practices on affective-motivational learning outcomes was inconclusive. Based on this review, we conclude that teachers can help high-ability students in mixed-ability classrooms in grades one to six across various educational contexts using the educational practices reported in this study.

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