Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Craven, Rhonda G. | 2 |
| Arens, A. Katrin | 1 |
| Dai, David Yun | 1 |
| Hasselhorn, Marcus | 1 |
| Marsh, Herbert W. | 1 |
| Rinn, Anne N. | 1 |
| Tan, Xiaoyuan | 1 |
| Tracey, Danielle K. | 1 |
| Yeung, Alexander Seeshing | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 2 |
| Secondary Education | 1 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Self Description Questionnaire | 3 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkDai, David Yun; Rinn, Anne N.; Tan, Xiaoyuan – Journal of Advanced Academics, 2013
The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of…
Descriptors: Gifted, Academic Achievement, Individual Differences, Summer Programs
Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus – Journal of Educational Psychology, 2011
Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and…
Descriptors: Self Concept, Construct Validity, Factor Analysis, German
Marsh, Herbert W.; Tracey, Danielle K.; Craven, Rhonda G. – Educational and Psychological Measurement, 2006
Confirmatory factor analysis of responses by 211 preadolescents (M age = 10.25 years,SD = 1.48) with mild intellectual disabilities (MIDs) to the individually administered Self Description Questionnaire I-Individual Administration (SDQI-IA) counters widely cited claims that these children cannot differentiate multiple self-concept factors. Results…
Descriptors: Multidimensional Scaling, Self Concept, Preadolescents, Mild Mental Retardation
