The structure and function of academic self‐concept in gifted and general education students

By D. McCoach, Del Siegle. 2003

108 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/c7c1722d528d95b969e9e302c366fabfdea05f10

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. F. Preckel
2. T. Sikhwari

In Experimental and Cognitive Psychology

1. M. Brull
2. F. Preckel
3. T. Sikhwari

In Information Systems

1. T. Sikhwari

Citations in the corpus

• The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, background): “As documented above, academic self-concept is a powerful predictor for a variety of variables related to achievement and learning, which also holds for gifted students (Kelly & Jordan, 1990; McCoach & Siegle, 2003; Van Boxtel & Mönks, 1992).”
• A Study of the Relationship between Motivation, Self-concept and Academic Achievement of Students at a University in Limpopo Province, South Africa (2014, background): “This implies that students’ academic self-concepts are determined by their perceptions of their academic ability in an area as well as their assessment of their academic standing relative to their classmates (McCoach and Siegle 2003).”