Fostering Gifted Students Affective Development: A Look at the Impact of Academic Self-ConceptReport as inadecuate




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TEACHING Exceptional Children Plus, v6 n4 Article 1 Apr 2010

The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted students may face. Implications for educators and counselors are discussed.

Descriptors: Academically Gifted, Affective Behavior, Emotional Development, Student Development, Self Concept, Academic Achievement, Competition, Feedback (Response), Interpersonal Competence

Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs[at]cec.sped.org; Web site: http://escholarship.bc.edu/education/tecplus





Author: Rinn, Anne N.; Plucker, Jonathan A.; Stocking, Vicki B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2572&id=EJ907033







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