A Canonical Correlation Analysis of the Influence of Social Comparison, Gender, and Grade Level on the Multidimensional Self-Concepts of Gifted Adolescents

Autor/inn/en	Rinn, Anne N.; Jamieson, Kelly M.; Gross, Candace M.; McQueen, Kand S.
Titel	A Canonical Correlation Analysis of the Influence of Social Comparison, Gender, and Grade Level on the Multidimensional Self-Concepts of Gifted Adolescents
Quelle	In: Social Psychology of Education: An International Journal, 12 (2009) 2, S.251-269 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-008-9076-9
Schlagwörter	Gifted; Self Concept; Interpersonal Attraction; Adolescents; Measures (Individuals); Multivariate Analysis; Correlation; Age Differences; Student Attitudes; Gender Differences; Social Environment; Educational Environment; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Selbstkonzept; Interpersonale Anziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Messdaten; Multivariate Analyse; Korrelation; Age; Difference; Age difference; Altersunterschied; Schülerverhalten; Geschlechterkonflikt; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This study examines the effects of social comparison, gender, and grade level on gifted adolescents' multidimensional self-concept. Participants include 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Multidimensional self-concept was measured using the Self Description Questionnaire II (Marsh, Self description questionnaire (SDQ) II: manual, 1990) and social comparison levels were assessed through the use of the Iowa-Netherlands Comparison Orientation Measure (Gibbons and Buunk, "J Pers Soc Psychol" 76: 129-142, 1999). Results indicate that social comparison and grade level influence the emotional stability and physical attractiveness self-concepts. Gender influences the physical ability, emotional stability, verbal, and parent relations self-concepts. Conclusions and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10