Marsh & Hau (2003) 26 countries 3,849 Schools N=103,558 BLFPE = -.20
Implications of Marsh & Hau (2003) Placement of gifted students in academically selective settings is predicted to negatively affect their academic self-concept Cross-cultural support for the BFLPE
Methodological Issues Beta weights dependent on particular variable set Limited variance accounted for Multiple inputs on self-concept processes Need for longitudinal analyses Need for qualitative analyses
Variable Set Predictors ISA (ISA) 2 SAA IAS X SAA (IAS) 2 X SAA Criterion Academic Self-Concept
Meta-Analytic Perspectives (Hoge & Renzulli, 1993) ES =.02 for 20 outcomes in 7 comparative studies ES =.03 for 7 outcomes in 3 pre/post studies
Other Impacts on Self-Concept Reflected Appraisals Attribution Marsh’s Internal/External Frame of Reference Model
Need For Longitudinal Studies Marsh & Hau (2003) as one-shot study What happened Before? What will happen later?
Need for Qualitative Studies Better Understand Reference Group “Lived Experience”
Research Questions 1.Is there a discernible pattern of self- concept for students who attend a school for gifted students? 2.Does self-concept fluctuate in a systematic manner over time?
Method Research Site: Charter School Congregated Gifted Setting in Western Canada Participants: 114 (56 females; 58 males) Data collected: PMSPS, SDQ-II, Length of Time at School, Current Grade, and Gender Data Analysis: Canonical Correlation
Results Descriptive Statistics (N=102) Variable Mean S.D. Grade 5.90 1.53 Length 3.03 2.09 Academic 19.55 2.53 Math 45.08 12.53 Verbal 47.46 9.67 School 50.35 7.65
Implications Correlational Pattern supportive of PMSPS construct validity and Marsh’s Internal- External Frame-of-Reference Model Some Support for BFLPE particularly in relation to Math Self-Concept Need for Comparative, Longitudinal, and Qualitative Studies
My goal in life is to be a person as good as my dog already thinks I am.