Self-Concept

Self-perception is a powerful force affecting student behavior. TIP’s research into how academically talented students perceive themselves and their talents has uncovered invaluable information that is leading to better ways to understand, support, and teach academically talented students.

Sample publications

Brounstein, P.J., Holahan, W., & Dreyden, J. (1991). Change in self-concept and attributional styles among academically gifted adolescents. Journal of Applied Social Psychology, 21, 198-218.

Makel, M. C., Lee, S. Y., Olszewski-Kubilius, P., & Putallaz, M. (2012). Changing the pond, not the fish: Following high ability students across different educational environments. Journal of Educational Psychology, 104, 778-792. doi:10.1037/a0027558.

Marsh, H. W., Plucker, J. A., & Stocking, V. B. (2001). The Self-Description Questionnaire II and gifted students: Another look at Plucker, Taylor, Callahan, and Tomchin's (1997) "Mirror, mirror on the wall." Educational and Psychological Measurement, 61, 976-996.
Plucker, J., & Stocking, V. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children, 67, 535-548.
Stocking, V. B., & Plucker, J. A. (2001). Evaluation of the internal/external frame of reference model for gifted adolescents. In N. Colangelo & S.G. Assouline (Eds.), Talent development IV: Proceedings from the 1998 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 439-443). Scottsdale, AZ: Great Potential Press, Inc.