Looking outside and inside: Self-Concept Development of Gifted Adolescents

By Jonathan Plucker, Vicki B. Stocking. 2001

124 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c1411c48633ec2ae975c93094818df32b70d7a74

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “This may seem paradoxical, given their high level of L2 achievement relative to other students, but is explicable in reference to their even better performance in L1 (see Mui et al., 2000; Plucker & Stocking, 2001).”
The Reciprocal Internal/External Frame of Reference Model (2011, background): “Therefore, high ability students may develop an average ASC in their worst subject although their performance in that subject is well above the average performance of their peers (Mui, Yeung, Low, & Jin, 2000; Plucker & Stocking, 2001).”
We Recruit Them, But Then What? The Educational and Psychological Experiences of Academically Talented Undergraduates (2004, background): “…considerable personal interest (i.e., resulting in task commitment) and the internal-external frame-of-reference model of self-concept development (Plucker & Stocking, 2001), which posits that even students with high levels of achievement in multiple areas will not have correspondingly high…”
Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure (2005, background): “Among these characteristics are low self-esteem, competitiveness, perfectionism, depression, and envy (e.g., Masse & Gagne, 2002; Plucker & Stocking, 2001; Robinson & Noble, 1987).”
Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning (2002, background): “Plucker and Stocking (2001) have discussed the importance of not separating learners from their various contexts in their discussion of gifted adolescents.”
Achievements and self-concepts in a comparison of math and science: exploring the internal/external frame of reference model across 28 countries (2008, methodology): “The use of the I/E model has been supported for not only general students but also gifted (Lee, Yeung, Low, & Jin, 2000; Plucker & Stocking, 2001) and able students (Williams & Montgomery, 1995).”
Dimensional Comparison Theory (2013, background): “One group of students, among others, for whom this could be the case is gifted children, who also are subject to the effects of dimensional comparisons (Plucker & Stocking, 2001).”
On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study (2007, background): “The self-esteem and self-concept of gifted students are areas that have received a great deal of research attention, particularly since the 1980s (Neihart, 1999; Plucker & Stocking, 2001) and have often resulted in diametrically opposed conclusions.”