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Cognitive, Socioemotional, and Attitudinal Effects of a Triarchic Enrichment Program for Gifted Children
16 references·0 citing·44 second hop
Cognitive, Socioemotional, and Attitudinal Effects of a Triarchic Enrichment Program for Gifted Children (2014)Cognitive, Socioemotional, and Attitudina…Rethinking Giftedness and Gifted Education (2011)Rethinking Giftedness and Gif…Psychological Science (2010)Psychological SciencePISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science. (2009)PISA 2009 Assessment Framewor…The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008)The Big-fish–little-pond-effe…Lessons Learned About Educating the Gifted and Talented (2007)Lessons Learned About Educati…Handbook of Gifted Education (2005)Handbook of Gifted EducationFactors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students (2003)Factors That Differentiate Un…Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. (2003)Academic self-concept and aca…International handbook of giftedness and talent (2001)International handbook of gif…Successful intelligence (1998)Successful intelligenceRelationship among laboratory instruction, attitude toward science, and achievement in science knowledge (1997)Relationship among laboratory…Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991 (1995)Gender differences in student…A summary of major influences on attitude toward and achievement in science among adolescent students (1990)A summary of major influences…The big-fish-little-pond effect on academic self-concept. (1987)The big-fish-little-pond effe…Beyond IQ: A Triarchic Theory of Human Intelligence (1986)Beyond IQ: A Triarchic Theory…Self-Concept: Validation of Construct Interpretations (1976)Self-Concept: Validation of C…Taxonomy of Educational Objectives Handbook II: Affective Domain (1965)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Meta-analysis in social research (1982)Pupils' views of the role and value of the science curriculum: A focus-group study (2001)Eyeballs in the Fridge: Sources of early interest in science (2009)What are we talking about when we talk about STEM education? A review of literature (2019)Construct validity in psychological tests. (1955)The Varimax Criterion for Analytic Rotation in Factor Analysis (1958)The Process of Education (1960)Social stigma and self-esteem: The self-protective properties of stigma. (1989)Self-Efficacy and Academic Motivation (1991)Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Talent — Innate or acquired? Theoretical considerations and their implications for talent management (2013)An Operational Definition of Twice-Exceptional Learners (2014)Gifted Students (2018)Comparative fit indexes in structural models. (1990)Alternative Ways of Assessing Model Fit (1992)Testing Structural Equation Models. (1994)The importance of motivation as a predictor of school achievement (2008)Self-concept and academic achievement: A meta-analysis of longitudinal relations (2011)Subjective well-being and academic achievement: A meta-analysis (2018)Conjectures and Refutations: The Growth of Scientific Knowledge. (1965)An argument for basic emotions (1992)The Structure of Scientific Revolutions (2002)The weirdest people in the world? (2010)Hard evidence on soft skills (2012)Scientific Literacy and Student Attitudes: Perspectives from PISA 2006 science (2011)Fostering Scientific Literacy and Critical Thinking in Elementary Science Education (2014)Assessment and learning: fields apart? (2017)A triangular theory of love. (1986)Intelligence: Knowns and unknowns. (1996)Beyond Big and Little: The Four C Model of Creativity (2009)Intelligence: Genetics, Genes, and Genomics. (2004)Education for the Gifted and Talented (2015)The Great British Medalists Project: A Review of Current Knowledge on the Development of the World’s Best Sporting Talent (2016)The Theory of Successful Intelligence (1999)A scientific creativity test for secondary school students (2002)Culture and Intelligence. (2004)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)
this work references cited by second hop

References

  • 1976Self-Concept: Validation of Construct Interpretations4,164 cited
  • 1986Beyond IQ: A Triarchic Theory of Human Intelligence2,866 cited
  • 2010Psychological Science1,277 cited
  • 2011Rethinking Giftedness and Gifted Education1,265 cited
  • 1987The big-fish-little-pond effect on academic self-concept.1,080 cited
  • 2005Handbook of Gifted Education700 cited
  • 1998Successful intelligence633 cited
  • 2003Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.628 cited
  • 1995Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991562 cited
  • 2009PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science.479 cited
  • 1990A summary of major influences on attitude toward and achievement in science among adolescent students478 cited
  • 2008The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research467 cited
  • 2001International handbook of giftedness and talent387 cited
  • 2003Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students379 cited
  • 1997Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge

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365 cited
  • 2007Lessons Learned About Educating the Gifted and Talented349 cited
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