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Journals Home > Journal For The Education Of The Gifted > Volume 23 |  Issue 3 > Article Abstract
 

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  • Volume 23
  •  Issue 3
  • Publication Date: Spring 2000



Academic Self-Concept of Talented Students: Factor Structure and Applicability of the Internal/External Frame of Reference Model

Frances Lee Lai Mui, Alexander Seeshing Yeung, Renae Low, & Putai Jin

This study examined (a) the a priori structure of self-concept of talented students and (b) Marsh’s (1986) internal/external frame of reference (I/E) model with talented students. Selective high school students in China (N = 495) were administered a translated version of the Verbal, Math, School, and General self-concept scales of the Self-Description Questionnaire (SDQII). Confirmatory factor analysis showed that Verbal and Math self-concepts were positively correlated with Academic (School) self-concept and with General self-concept, although smaller in size; but they were negatively correlated with each other. The results showed that the talented students differentiated Verbal and Math self-concepts as distinct constructs. When achievement scores and general schoolwork were included in the model, results further validated similar domain specificity of self-concept found in previous research with regular students. The results support the multidimensionality and content specificity of talented students’ academic self-concept as well as the applicability of the I/E model to talented students across culture and ability.


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