One potential explanation for the finding that gifted students who are integrated into regular classrooms have more positive academic self-conceptions than those in special classes is:

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The big-fish-little-pond effect suggests that students' academic self-conceptions are influenced not only by their own abilities but also by the abilities of their peers. Gifted students in regular classrooms may have a more positive self-conception because they are comparing themselves to a larger group of students who may not be as academically advanced as they are, making them feel like "big fish" in a relatively small pond. In special classes, where the other students are also gifted, the comparison pool may be larger and more competitive, leading to a less positive self-conception.

One Potential Explanation for the Finding That Gifted Students Who