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Evaluating the effects of full-time vs part-time educational programs for the gifted: affective outcomes and policy considerations
16 references·2 citing·40 second hop
Evaluating the effects of full-time vs part-time educational programs for the gifted: affective outcomes and policy considerations (1999)Evaluating the effects of full-time vs pa…Conceptions of Giftedness (2020)Conceptions of GiftednessStress: Appraisal and Coping (2013)Stress: Appraisal and CopingConceptions of Giftedness (2005)Conceptions of GiftednessHandbook of Intelligence (2000)Handbook of IntelligenceHandbook of Intelligence (2000)Handbook of IntelligenceTest Anxiety: The State of the Art (1998)Test Anxiety: The State of th…International Handbook of Research and Development of Giftedness and Talent (1994)International Handbook of Res…The psychological sense of school membership among adolescents: Scale development and educational correlates (1993)The psychological sense of sc…Classroom Belonging among Early Adolescent Students (1993)Classroom Belonging among Ear…The big-fish-little-pond effect on academic self-concept. (1987)The big-fish-little-pond effe…Stress, appraisal, and coping (1985)Stress, appraisal, and copingDeterminants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well? (1984)Determinants of student self-…Self concept: The interplay of theory and methods. (1982)Self concept: The interplay o…Self concept and school achievement (1970)Self concept and school achie…A Theory of Social Comparison Processes (1954)A Theory of Social Comparison…Social Grading of Occupations (1950)Social Grading of OccupationsIntellectual giftedness: Economic, political, cultural, and psychological considerations (2010)Intellectual giftedness: Econ…Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes (2006)Female ‘big fish’ swimming ag…Emotion And Adaptation (1991)What Good Are Positive Emotions? (1998)Positive affect and the other side of coping. (2000)The job demands-resources model of burnout. (2001)Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. (2003)Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. (2003)"General Intelligence," Objectively Determined and Measured (1904)Frames of Mind: The Theory of Multiple Intelligences (1984)Talent and its development: An emergenic and epigenetic model. (1999)Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning (2002)Human cognitive abilities a survey of factor-analytic studies (2004)The relation between intellectual and metacognitive skills from a developmental perspective (2004)The antecedents of self-esteem (1965)A Reliability Coefficient for Maximum Likelihood Factor Analysis (1973)Significance tests and goodness of fit in the analysis of covariance structures. (1980)The Relationship Between Self and Achievement/Performance Measures (1982)A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. (1988)Toward a Psychology of Being (1962)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Motivational and self-regulated learning components of classroom academic performance. (1990)Students' Need for Belonging in the School Community (2000)Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument (2006)Student engagement with school: Critical conceptual and methodological issues of the construct (2008)An attributional theory of achievement motivation and emotion. (1985)Relationships Matter: Linking Teacher Support to Student Engagement and Achievement (2004)The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2008)Informal social communication. (1950)Deviation, rejection, and communication. (1951)Inequity In Social Exchange (1965)The Elaboration Likelihood Model of Persuasion (1986)A Theory of Fairness, Competition, and Cooperation (1999)Level of aspiration. (2004)THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM (2003)Achievement goals and discrete achievement emotions: A theoretical model and prospective test. (2006)Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects (2017)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)The Power of Feedback (2007)Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009)In search of insight (1990)Relation between intellectual and metacognitive skills: Age and task differences (2005)
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References

  • 1985Stress, appraisal, and coping31,975 cited
  • 2013Stress: Appraisal and Coping27,826 cited
  • 1954A Theory of Social Comparison Processes20,836 cited
  • 1993The psychological sense of school membership among adolescents: Scale development and educational correlates2,023 cited
  • 1993Classroom Belonging among Early Adolescent Students1,612 cited
  • 2005Conceptions of Giftedness1,193 cited
  • 1998Test Anxiety: The State of the Art1,098 cited
  • 1987The big-fish-little-pond effect on academic self-concept.1,080 cited
  • 2020Conceptions of Giftedness922 cited
  • 1982Self concept: The interplay of theory and methods.867 cited
  • 2000Handbook of Intelligence862 cited
  • 1984Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?815 cited
  • 2000Handbook of Intelligence732 cited
  • 1970Self concept and school achievement714 cited
  • 1994International Handbook of Research and Development of Giftedness and Talent475 cited
  • 1950Social Grading of Occupations

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440 cited

Cited by

  • 2006Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes57 cited
  • 2010Intellectual giftedness: Economic, political, cultural, and psychological considerations51 cited