User Name:

Password:
Welcome Guest
Journals Home > The Journal Of Secondary Gifted Education > Volume 13 |  Issue 1 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development (Vol. 6; pp. 187–249). Greenwich, CT: JAI Press.
  • Chan, L. K. S. (1988). The perceived competence of intellectually talented students. Gifted Child Quarterly, 32, 310–314.
  • Cheng, G., Zhu, X., Ye, L., & Tang, Y. (1997). The revision of the Shanghai norm of the Self–Description Questionnaire. Psychological Science China, 20, 499–503.
  • Dai, D. Y. (1998). Relationships among parenting styles, parental expectations and attitudes, and adolescents' school functioning: A cross-cultural study: Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.
  • Dai, D. Y. (in press). Incorporating parent perceptions: A replication and extension study of the internal/external frame of reference model of self-concept development. Journal of Adolescent Research.
  • Dai, D. Y., Moon, S. M., & Feldhusen, J. F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33, 45–63.
  • Deci, E. L., & Ryan, R. M. (1994). Promoting self-determined education. Scandinavian Journal of Educational Research, 38, 3–14.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
  • Eccles, J. S. (1985). Why doesn't Jane run? Sex differences in educational and occupational patterns. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 251–295). Washington, DC: American Psychological Association.
  • Eccles (Parsons), J., Adler, T., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53, 310–321.
  • Eccles, J., Adler, T., & Meece, J. L. (1984). Sex differences in achievement: A test of alternative theories. Journal of Personality and Social Psychology, 46, 26–43.
  • Eccles, J. S., Wigfield, A., Flanagan, C. A., Miller, C., Reuman, D. A., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283–310.
  • Frome, P. M., & Eccles, J. S. (1998). Parents' influence on children's achievement-related perceptions. Journal of Personality and Social Psychology, 74, 435–452.
  • Harackiewicz, J. M., Manderlink, G., & Sansone, C. (1992). Competence processes and achievement motivation: Implications for intrinsic motivation. In A. K. Boggiano & T. S. Piton (Eds.), Achievement and motivation: A social-developmental perspective (pp. 115–137). New York: Cambridge University Press.
  • Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation within the classroom: Processes and patterns of change. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 77–114). New York: Cambridge University Press.
  • Harter, S., & Jackson, B. K. (1992). Trait vs. nontrait conceptualizations of intrinsic/extrinsic motivation orientation. Motivation and Emotion, 16, 209–230.
  • Helmke, A. (1987). Mediating processes between children's self-concept of ability and mathematical achievement: A longitudinal study. Munich, Germany: Max Planck Institute for Psychological Research.
  • Hui, C. H., & Triandis, H. C. (1985). Measurement in cross-cultural psychology: A review and comparison of strategies. Journal of Cross-Cultural Psychology, 16, 131–152.
  • Hyde, M. S., & Fennema, E. (1990). Gender differences in mathematics performance and affect: Results of two meta-analyses. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.
  • Kelly, K. R., & Jordan, L. K. (1990). Effects of academic achievement and gender on academic and social self-concept: A replication study. Journal of Counseling and Development, 69, 173–177.
  • Koller, O., Schnabel, K., & Baumert, J. (1998, April). The impact of academic self-concepts of ability on the development of interests during adolescence. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Li, A. K. F., & Adamson, G. (1995). Motivational patterns related to gifted students' learning of mathematics, science, and English: An examination of gender differences. Journal for the Education of the Gifted, 18, 284–297.
  • Marsh, H. W. (1990). Self Description Questionnaire II: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept: A test manual and a research monograph. San Antonio, TX: The Psychological Corporation.
  • Marsh, H. W., Chessor, D., Craven, R., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32, 285–319.
  • Marsh, H. W., Kong, C.-K., & Hau, K.-T. (in press). Longitudinal multilevel modeling of the big-fish-little-pond effect on academic self-concept: Counterbalancing social comparison and reflected glory effects in Hong Kong high schools. Journal of Personality and Social Psychology.
  • Meece, J. L., Parsons, J. E., Kaczala, C. M., Goff, S. B., & Futterman, R. (1982). Sex differences in math achievement: Toward a model of academic choice. Psychological Bulletin, 91, 324–348.
  • Nicholls, J. G. (1989). The competitive ethos and democrative education. Cambridge, MA: Harvard University Press.
  • Phillips, D. A. (1987). Socialization of perceived academic competence among highly competent children. Child Development, 58, 1308–1320.
  • Pyryt, M. C., & Richwein, M. (2000, May). Self-concept comparisons between gifted males and females: A meta-analysis review. Paper presented at the 5th Wallace National Research Symposium on Talent Development, Iowa City, IA.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.
  • Skaalvik, E. M., & Rankin, R. J. (1995). A test of the internal/external frame of reference model at different levels of math and verbal self-perception. American Educational Research Journal, 32, 161–184.
  • Terwilliger, J. S., & Titus, J. C. (1995). Gender differences in attitudes and attitude changes among mathematically talented youth. Gifted Child Quarterly, 39, 29–35.
  • Vallerand, R. J., Gagné, F., Senecal, C., & Pelletier, L. G. (1994). A comparison of the school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38, 172–175.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. C., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159–172.
  • Watkins, D., Dong, Q., & Xia, Y. (1995). Towards the validation of a Chinese version of the Self-Description Questionnaire–1. Psychologia: An International Journal of Psychology in the Orient, 38, 22–30.
  • White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333.
  • Yong, F. L. (1992). Mathematics and science attitudes of African-American middle grade students identified as gifted: Gender and grade differences. Roeper Review, 14, 136–140.
  • Ziegler, A., Heller, K. A., & Broome, P. (1996). Motivational preconditions for girls gifted and highly gifted in physics. High Ability Studies, 7, 129–143.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 13
  •  Issue 1
  • Publication Date: Fall 2001



A Comparison of Gender Differences in Academic Self-Concept and Motivation Between High-Ability and Average Chinese Adolescents

David Yun Dai

This study examined gender differences in academic self-concept, self-esteem, and academic motivation among high-ability Chinese adolescents. Study 1 studied gender differences in a key school as compared to a regular school using a school-type-by-gender MANOVA design. Participants were 208 10th-grade students from the two schools. Consistent with the extent literature on American adolescents, boys at the regular school demonstrated higher math self-concept, and girls demonstrated higher verbal self-concept. In contrast, for the key school, girls and boys had comparable math self-concept and girls had higher general academic self-concept than boys, which is at variance with the findings on high-ability American and European adolescents. As a replication, Study 2 used a between-class design with a group of 148 10th-grade students from a regular school that grouped the top 50 students in one class. Gender differences in math and verbal self-concepts were comparable between the high-ability class and two regular classes and more consistent with what was found with regular school students than with the key school students in Study 1. The discrepancies of the findings of the two studies are discussed in light of the social-contextual nature of academic self-concept and designs of the two studies.


ShoppingCart Summary

Shopping
Your cart is empty.