Fll. Mui et al., Academic self-concept of talented students: Factor structure and applicability of the internal/external frame of reference model, J EDUC GIFT, 23(3), 2000, pp. 343-367
This study examined (a) the a priori structure of self-concept of talented
students and (b) Marsh's (1986) internal/external frame of reference (I/E)
model with talented students. Selective high school students in China (N =
495) were administered a translated version of the verbal, Math, School, an
d General self-concept scales of the Self-Description Questionnaire (SDQII)
. Confirmatory factor analysis showed that Verbal and Math self-concepts we
re positively correlated with Academic (School) self-concept and with Gener
al self-concept, although smaller in,size; but they were negatively correla
ted with each other The results showed that the talented students different
iated Verbal and Math self-concepts as distinct constructs. When achievemen
t scores and general schoolwork were included in the model, results further
validated similar domain specificity of self-concept found in previous res
earch with regular students. The results support the multidimensionality an
d con tent specificity of talented students' academic self-concept as well
as the applicability of the I/E model to talented students across culture a
nd ability.