The Role of Gender and Previous Participation in a Summer Program on Gifted Adolescents' Self-Concepts over Time

Cunningham, Lindy G.; Rinn, Anne N.

doi:10.1177/016235320703000303

Cited by 25 publications

(29 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Results indicate that gifted males had higher emotional stability subscale scores than gifted females. This supports the finding of Cunningham and Rinn (2007), who found the same results. Thus, gifted females engaging in higher rates of social comparison may be especially susceptible to experiencing a decrease in perceived emotional stability.…”

Section: Discussionsupporting

confidence: 92%

“…For example, Rinn's (2006) comparison of the social self-concepts of gifted adolescents over the course of a summer residential program for the gifted showed the same-sex and opposite-sex peer relation domains of nonacademic self-concept increased over the three-week summer camp. Cunningham and Rinn (2007) found similar results with regard to the general and emotional self-concept, such that gifted adolescents experienced a significant increase in general and emotional self-concept scores over the course of a three-week summer program. Various other researchers have found similar increases in self-concept across a variety of selective programs and environments for the gifted (Brody and Benbow 1987;Kolloff and Moore 1989;Vaughn et al 1991).…”

Section: Social Comparison and Self-conceptsupporting

confidence: 57%

“…Emotional selfconcept can be understood as an individual's "emotional well being and freedom from psychopathology" (Marsh 1990, p. 2). There appears to be a lack of research in the area of emotional self-concept when studying gifted students (Cunningham and Rinn 2007). …”

Section: Physical and Emotional Self-conceptmentioning

confidence: 99%

See 2 more Smart Citations

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

Rinn

Jamieson²,

Gross

et al. 2008

Soc Psychol Educ

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Social Comparison and Self-conceptsupporting

confidence: 57%

See 1 more Smart Citation

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

Rinn

Jamieson²,

Gross

et al. 2008

Soc Psychol Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, there is also evidence suggesting that there is no prevailing BFLPE of participating in gifted programs or schools as predicted by the theory. Cunningham and Rinn (2007) studied a group of adolescents who participated in a 3-week summer program. They measured their academic self-concepts at entry point and at the end of the program, and did not find significant changes in academic self-concept over time.…”

Section: Evidence That Reveals the Limitations Of The Bflpe Paradigmmentioning

confidence: 99%

The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here?

2008

Self Cite

View full text Add to dashboard Cite

The big-fish-little-pond effect (BFLPE) refers to the theoretical prediction that equally able students will have lower academic self-concepts in higher-achieving or selective schools or programs than in lower-achieving or less selective schools or programs, largely due to social comparison based on local norms. While negative consequences of being in a more competitive educational setting are highlighted by the BFLPE, the exact nature of the BFLPE has not been closely scrutinized. This article provides a critique of the BFLPE in terms of its conceptualization, methodology, and practical implications. Our main argument is that the BFLPE, while having added to our understanding of the origins of self-concepts, disproportionately emphasizes one aspect of social comparison to the exclusion of many other intervening factors. In light of our critique, we suggest a broader conception of social comparison effects on academic self-concept that emphasizes a more active role of individuals in regulating their social cognition and motivation, as well as a more distinct effect of social-contextual influences. We also suggest alternative research designs that would incorporate contextual, developmental, and individual differences as potential moderators or mediators of the BFLPE. What is the BFLPE?The big-fish-little-pond effect (BFLPE) was proposed by Marsh and Parker (1984;Marsh 1984Marsh , 1987 based on the assumption that students use a local "frame of reference" to form their self-concepts on a relevant dimension of the self. Marsh and Parker operationalized the frame of reference or standard of comparison to be school-average ability level 1 . Thus, the general theoretical prediction based on the BFLPE is that equally able students will have lower academic self-concepts in higher average-ability schools but higher self-concepts in comparatively lower average-ability schools. In plain language, whether one perceives oneself as a big fish depends on the size of the other fish (more accurately, the average size of the other fish) in the pond. The stronger the peer group as a frame of reference, the lower one's academic self-concept. By the same token, weaker peer groups lead to higher academic self-concepts.Since Marsh and his colleagues proposed the BFLPE model, numerous studies have been conducted to date (see Marsh and Hau 2003;Marsh et al. 2005;Marsh et al. 2007, for most recent studies), and the areas where the BFLPE is investigated have also been extended from academic to artistic and athletic, among others (e.g., Chanal et al. 2005). The research interest generated by the BFLPE model is largely due to its practical implications. Marsh (1987;Marsh et al. 2004) has repeatedly warned that parents who are eager to send their children to selective schools should be aware of possible negative consequences associated with the BFLPE. Moreover, based on the fact that people are constantly working in social settings that potentially provide social comparative information and salient cues for social comparison, the BFLPE shoul...

show abstract

“…Overwhelmingly, specialized gifted programs based on talent search testing have been implemented to develop intellectual giftedness (see Lee et al 2008a) although research has revealed the positive effects of these academic programs on gifted students' social and emotional development (Cunningham and Rinn 2007;Lee et al 2010;Neihart 2007;Olszewski-Kubilius et al 1987). Civic education programs are well suited for gifted students who show a wide array of interests and potential abilities to be future leaders, and yet there are few programs aiming to facilitate gifted students' social awareness and behaviors.…”

Section: Civic Education and Talent Developmentmentioning

confidence: 99%

Civic education as a means of talent dissemination for gifted students

Lee

2015

Asia Pacific Educ. Rev.

View full text Add to dashboard Cite

This study examined the need for civic education as a mode of talent dissemination among gifted students. Based on a comprehensive review of literature, civic education was found to be instrumental for gifted students in developing academic, psychological, and social abilities; enhancing civic awareness, responsibility, and commitment; and taking the leading role to make a difference for local communities and the society. While there are only a few gifted programs for civic education, research evidence suggested that civic education programs such as Civic Education Institute consisting of rigorous academic content, hands-on activities, and ongoing reflections and evaluations enabled gifted students to get engaged with community, society, and world issues. This study concluded that civic education would be an effective means of talent dissemination as well as talent development for gifted students. Talent dissemination coupled with talent development should be the major task and ultimate goal of gifted education by the help of high-quality civic education programs.

show abstract

The Role of Gender and Previous Participation in a Summer Program on Gifted Adolescents' Self-Concepts over Time

Cited by 25 publications

References 48 publications

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here?

Civic education as a means of talent dissemination for gifted students

Contact Info

Product

Resources

About