A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

被引：1

作者：

Rinn A.N. ^{[1
]}

Jamieson K.M. ^{[2
]}

Gross C.M. ^{[3
]}

McQueen K.S. ^{[4
]}

机构：

[1] Department of Social Sciences, University of Houston-Downtown, Houston, TX 77002

[2] Department of Psychology, Xavier University, Cincinnati

[3] Department of Psychology, Northwestern College, Orange City

[4] Department of Counseling and Educational Psychology, Indiana University, Bloomington

来源：

Social Psychology of Education | 2009年 / 12卷 / 2期

基金：

美国国家科学基金会;

关键词：

Academic self-concept; Big fish little pond effect; Gifted programs; Social comparison;

D O I：

10.1007/s11218-008-9076-9

中图分类号：

学科分类号：

摘要：

This study examines the effects of social comparison, gender, and grade level on gifted adolescents' multidimensional self-concept. Participants include 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Multidimensional self-concept was measured using the Self Description Questionnaire II (Marsh, Self description questionnaire (SDQ) II: manual, 1990) and social comparison levels were assessed through the use of the Iowa-Netherlands Comparison Orientation Measure (Gibbons and Buunk, J Pers Soc Psychol 76: 129-142, 1999). Results indicate that social comparison and grade level influence the emotional stability and physical attractiveness self-concepts. Gender influences the physical ability, emotional stability, verbal, and parent relations self-concepts. Conclusions and implications are discussed. © 2008 Springer Science+Business Media B.V.

引用

页码：251 / 269

页数：18