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The Perceived Competence of Intellectually Talented Students
7 references·3 citing·43 second hop
The Perceived Competence of Intellectually Talented Students (1988)The Perceived Competence of Intellectuall…Special-Class Placement, Level of Intelligence, and the Self-Concepts of Gifted Children: A Social Comparison Perspective (1985)Special-Class Placement, Leve…Academic and Social Self-Concepts of Gifted, General, and Special Students (1984)Academic and Social Self-Conc…The Perceived Competence Scale for Children (1982)The Perceived Competence Scal…Self-Concept and the Gifted Classroom: The Role of Social Comparisons (1982)Self-Concept and the Gifted C…Self-Concepts of Gifted Students as Measured by the Piers-Harris Children's Self-Concept Scale (1981)Self-Concepts of Gifted Stude…Academic and Social Self Concepts of the Academically Gifted. (1980)Academic and Social Self Conc…A Theory of Social Comparison Processes (1954)A Theory of Social Comparison…Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents' assessments (2019)Personality and school functi…Engaging adolescents in high school music. (2008)Engaging adolescents in high …Test Anxiety in intellectually gifted school students (1999)Test Anxiety in intellectuall…Self-Concept of Ability and School Achievement (1964)Long-term effects of acceleration on the social-emotional adjustment of mathematically precocious youths. (1990)Ten-year longitudinal follow-up of ability-matched accelerated and unaccelerated gifted students. (1991)Examining the “F” in Gifted: Academically Gifted Adolescents' Physiological and Affective Responses to Scholastic Failure (1994)Tennessee Self-Concept Scale (2017)Stress, appraisal, and coping (1985)Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes (2006)Stress: Appraisal and Coping (2013)A Control-Value Theory Approach: Relationships Between Academic Self-Concept, Interest, and Test Anxiety in Elementary School Children (2016)Client-Centered Therapy (1951)The Self Concept (1962)Cognitive and Affective Learning Outcomes of Gifted Elementary School Students (2007)Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students (2021)Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students (2021)Motivation reconsidered: The concept of competence. (1963)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Conceiving the self (1979)The support of autonomy and the control of behavior. (1987)Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)Engagement and disaffection in the classroom: Part of a larger motivational dynamic? (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)A Handbook of Child Psychology (1934)growth of interpersonal understanding (1980)Evaluating the effects of full-time vs part-time educational programs for the gifted: affective outcomes and policy considerations (1999)Gifted, Streamed and Mixed-Ability Programs for Gifted Students: Impact on Self-Concept, Motivation, and Achievement (2000)Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)The theory of planned behavior (1991)An Introduction to the Five‐Factor Model and Its Applications (1992)Expectancy–Value Theory of Achievement Motivation (2000)Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports (2020)Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being (2020)Giftedness identification and cognitive, physiological and psychological characteristics of gifted children: a systematic review (2024)The Multidimensional Self-Concept: A Comparison of Gifted and Average-Ability Adolescents (1994)Effects of Enrichment on Gifted/Learning-Disabled Students (1995)The role of motivation and self-esteem in the academic achievement of Turkish gifted students* (2016)Self-Concept and Sex-Role Orientation in Gifted High School Students (1996)Assessing Children's Perceptions of Themselves as Learners and Problem-Solvers (1998)
this work references cited by second hop

References

  • 1954A Theory of Social Comparison Processes20,836 cited
  • 1982The Perceived Competence Scale for Children3,639 cited
  • 1982Self-Concept and the Gifted Classroom: The Role of Social Comparisons101 cited
  • 1984Academic and Social Self-Concepts of Gifted, General, and Special Students98 cited
  • 1980Academic and Social Self Concepts of the Academically Gifted.88 cited
  • 1985Special-Class Placement, Level of Intelligence, and the Self-Concepts of Gifted Children: A Social Comparison Perspective82 cited
  • 1981Self-Concepts of Gifted Students as Measured by the Piers-Harris Children's Self-Concept Scale66 cited

Cited by

  • 2019Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents' assessments58 cited
  • 1999Test Anxiety in intellectually gifted school students57 cited
  • 2008Engaging adolescents in high school music.4 cited

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