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

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.

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Correspondence to Anne N. Rinn.

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A portion of this paper was presented at the annual meeting of the American Educational Research Association.

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Rinn, A.N., Jamieson, K.M., Gross, C.M. et al. A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents. Soc Psychol Educ 12, 251–269 (2009). https://doi.org/10.1007/s11218-008-9076-9

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  • DOI: https://doi.org/10.1007/s11218-008-9076-9

Keywords

  • Social comparison
  • Gifted programs
  • Big fish little pond effect
  • Academic self-concept