Date of Completion

January 1982


Education, Special




The purpose of this investigation of the Revolving Door Identification Model, a systematic approach to the identification of and programming for gifted students, in districts throughout Connecticut was threefold: (1) to determine whether the constructs of achievement, academic self-concept, and locus of control were correlates of creative/productive behavior; (2) to identify factors that explain why certain students did not engage in product development; and (3) to examine factors associated with the non-completion of a product.^ First, the Self-Appraisal Inventory and the Intellectual Achievement Responsibility Questionnaire, measuring academic self-concept and locus of control, respectively, were administered to students in grades 4-6. These data, along with achievement test scores, were entered into a series of step-wise multiple regression procedures to assess their impact on the criterion of product development. Data analyses indicated that academic self-concept was a significant predictor (p < .01). However, this variable accounted for only 4% of the variance.^ Relative to the second purpose, several findings resulted from questionnaire data obtained from students who did not initiate products: (1) Approximately 15% of this group was not involved in preliminary activities based on the Enrichment Triad Model; (2) Those who were involved in enrichment activities experienced the content areas of science and social studies, and the categories of creative and critical thinking, and mini-courses; and (3) The lack of product development was related to the difficulty in generating product ideas and to time management.^ Finally, the study centered on students who were non-completors of products. A review of the trends in the questionnaire and interview data from students, teachers, and parents disclosed four factors affecting the continuation of a project: interest level, task commitment, time commitment, and human and material resources.^ Overall, it was concluded that the regression results were of negligible value in uncovering the correlates of creative production. However, the results of the questionnaire and interview data were significant in revealing factors critical to the implementation of a model focusing on the creative/productive behavior of gifted students. ^