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Abstract
This study examined the reliability and validity evidence of using the translated version of My Class Activities with South Korean elementary students, and differences between gifted and general students’ perceptions of their regular classes and gifted students’ perceptions of the pull-out program and their regular classes. Confirmatory factor analysis and multiple-indicator multiple-cause modeling were used to examine the validity evidence of using the instrument with South Korean students and differences in students’ perceived class activities. Results revealed that the instrument, with one item removed, could be an effective tool to use with South Korean elementary students. Gifted students had more positive perceptions of the regular classes than their general peers and perceived their pull-out classes more positively than their regular classes.
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