11_13岁超常儿童自我概念的发展

11-13333(,,100871)(SDQ-)11-13,:,,;,,,,G7631,,,[1],,,,,[2]Byrne,,[2],,,[3][4,5],,[2,6,7],[8],HogeRe2nzulli,,[2]BainBell,[9],,13,11[10]KongZhu,,,[11],[2,5],:,,330770728;7072036;33,,,:E-mail:[e-mail]20086(96)ChineseJournalofSpecialEducation(Monthly)No.6,2008(SerialNo.96),[3,7][18,19](BFLPE),Festinger,,[4,5],,()[4],[4,5,20,21],,,,,[5],Shavelson,[12][13],[14,15,16],,[5],,,,,,,,,SDQ-[17],11-13,,11-13,22.1,,16811,1213,,1:1(N)nM(SD)nM(SD)11(70)2211.50(0.50)4811.60(0.32)12(51)2512.52(0.25)2612.46(0.24)13(47)2113.43(0.27)2613.35(0.19)2.2Marsh(SelfDescriptionQuestionnaire)[17]102,,,,,,53,,1-6,0.66-0.91,0.080.582.3,,20,,,2.4SPSS11.5ForWindows33.13,2()3()(ANOVA),:9111-13P,1311;,1311,,22(MSD)113.730.363.900.403.350.343.830.453.510.35123.830.593.980.463.530.693.780.533.720.56134.190.914.230.834.131.053.510.864.390.99F7.443334.43315.473333.26323.15333131113111311131113113.930.593.920.483.620.673.730.443.810.683.860.694.080.643.630.853.720.723.820.79F0.195.5230.660.250.88:3p0.05;33p0.01;333p0.001,,,,1112,13,,131112,11123(MSD)113.620.233.750.18123.580.643.930.57133.860.624.260.86113.550.413.640.42123.730.674.180.83134.670.845.420.60F7.0433315.603331312111311131211,1112,13,1311,121113,131211,1211,3,,,,,3.2,,4,,,38%56%,,,55%29%20%,,,0220086(96)4tR2Fp0.384.543330.6253.620.0000.566.693330.559.323330.7597.330.0000.294.463330.203.033344.1SDQ-,,13,,,,,,;,,,,,,13,,[10],,,,,,,,,,,,,4.2,,,[15],,,[22],,,,,[15],[13,14,15,16]Cole,,[15],,,11-13,,,,1211-13P,,,,,[11]4.3,,(),,,,4.4,,,,;,,,;,,,,,,,,,,5;,,,1DixonFA.Socialandacademicself-conceptsofgiftedadolescents.JournalfortheEducationoftheGifted,1998,22(1):80-942HogeRD,RenzulliJS.Exploringthelinkbetweengiftednessandself-concept.ReviewofEducationalResearch,1993,63(4):449-4653..:,1995.3384MarshHW,HauKT.Bigfishlittlepondeffectonacademicself-concept:across-cultural(26-country)testofthenegativeeffectsofacademicallyselectiveschools.AmericanPsychologist,2003,58(5):364-3765,..,2005,13(5):623-6286PajaresF,GrahamL.Self-efficacy,motivationconstructs,andmathematicsperformanceofenteringmiddleschoolstudents.ContemporaryEducationalPsychology,1999,24:124-1397McCoachDB,SiegleD.Thestructureandfunctionofacademicself-conceptingiftedandgeneraledu2cationstudents.RoeperReview,2003,25(2):61-668BarneyM.Theeffectsofthegiftedprogramscreeningprocessontheself-conceptandacademicachieve2mentofstudents.MasterThesis.Morgantown:WestVirginiaUniversity,20039BainSK.BellSM.Socialself-concept,socialat2tributions,andpeerrelationshipsinfourth,fifth,andsixthgraderswhoaregiftedcomparedtohighachievers.TheGiftedChildQuarterly,2004,48(3):167-17810,,..,2004,18(8):561-56311KongY.ZhuHH.Adecadecomparison:self-conceptofgiftedandnon-giftedadolescents.Inter2nationalEducationJournal,2005,6(2):224-2312220086(96)12..,1996,4(3):41-4413GecasV.Theself-concept.AnnualReviewofSo2ciology,1982,8:1-3314DemoDH.Theself-conceptovertime:researchissuesanddirections.AnnualReviewofSociology,1992,18:3-32615ColeDA,MaxwellSE,MartinJM,etal.Thedevelopmentofmultipledomainsofchildandado2lescentself-concept:acohortsequentiallongitudi2naldesign.ChildDevelopment,2001,72(6):1723-174616,.1115.,1996,12(3):37-4217,.().,1997,5(2):78-8218CunninghamLG,RinnAN.Theroleofgenderandpreviousparticipationinasummerprogramongiftedadolescentsself-conceptsovertime.Jour2nalfortheEducationoftheGifted,2007,30(3):326-41619RinnAN.Effectsofprogrammaticselectivityontheacademicachievement,academicself-concepts,andaspirationsofgiftedcollegestudents.TheGiftedChildQuarterly,2007,51(2):232-24520MarshHW,ChessorD,CravenR,etal.Theef2fectsofgiftedandtalentedprogramsonacademicself-concept:thebigfishstrikesagain.AmericanEd2ucationalResearchJournal,1995,32(2):285-31921ZeidnerM,SchleyerEJ.Thebig-fish-little-pondeffectforacademicself-concept,testanxi2ety,andschoolgradesingiftedchildren.Contempo2raryEducationalPsychology,1998,24:305-32922,,..,2001,17(4):57-64TheDevelopmentofSelf-conceptinGiftedChildrenAged11to13LUORufanXIAOWenSUYanjie(DepartmentofPsychology,PekingUniversity,Beijing,100871)AbstractThepresentresearchaimsto(1)explorethedifferencebetweengiftedandaveragechildreninthemultidimensionalself-concept;(2)trackthedevelopmenttrendsoftheself-conceptinstudentsfrom11to13yearsold.Sixteengiftedchildrenaged11.5to13.5fromBeijingNo.8MiddleSchooland100averagechildrenfromregularclassesinfifth,sixthandseventhgradesinBeijingareassessedusingSelf-DescriptionQuestion2naire-II.Theresultsshowthat:(1)giftedchildrenhavesignificantlowerscoresthanaveragestudentsinGen2eralSchoolSelf-concept;(2)giftedchildrenhavesignificantlowerscoresthanaveragestudentsinHonesty-TrustworthinessandSame-SexRelationsSelf-concept,butonlyattheageof13;(3)thedevelopmenttrendofself-conceptingiftedchildrenisdifferentfromthatofaveragechildreninHonesty-TrustworthinessandSame-SexRelationsSelf-conceptinthataveragestudentsself-conceptincreasessignificantlywiththeincreaseofageandtheyhavemorepositiveopinionandperceptiontowardsthemselveswhilegiftedchildrendonothavemuchchangeintheirself-concept.Theresultsshowthatthedevelopmentpatternofgiftedchildr