The Mary Poppins effect: Relationships between gifted students' self concept and adjustment
- 1 October 1988
- journal article
- Published by Taylor & Francis in Roeper Review
- Vol. 11 (1) , 26-30
- https://doi.org/10.1080/02783198809553155
Abstract
No abstract availableKeywords
This publication has 20 references indexed in Scilit:
- Being Labeled Gifted or Talented: Meanings and Effects Perceived by Students in Special ProgramsGifted Child Quarterly, 1986
- Brave New Directions: Needed Research on the Labeling of Gifted ChildrenGifted Child Quarterly, 1986
- Self-Concept, Self-Esteem, and Peer Relations Among Gifted Children Who Feel "Different"Gifted Child Quarterly, 1985
- Reverse Mainstreaming: Nonhandicapped Students in Special Education ClassroomsRemedial and Special Education, 1985
- The Effects of Enrichment on Self-Concept and Creative ThinkingGifted Child Quarterly, 1984
- Self-Concept and the Gifted Classroom: The Role of Social ComparisonsGifted Child Quarterly, 1982
- Self-Concept and Social Distance in Gifted ChildrenGifted Child Quarterly, 1982
- The Social and Emotional Adjustment of Young, Intellectually-Gifted ChildrenGifted Child Quarterly, 1981
- A Psycho-Educational Profile of 1,593 Gifted High School StudentsGifted Child Quarterly, 1980
- Actual-ideal discrepancies and adjustment.Journal of Counseling Psychology, 1971