ERIC Number: EJ1067659
Record Type: Journal
Publication Date: 2015-Jul
Abstractor: As Provided
Reference Count: 72
The Reciprocal Effects Model Revisited: Extending Its Reach to Gifted Students Attending Academically Selective Schools
Seaton, Marjorie; Marsh, Herbert W.; Parker, Philip D.; Craven, Rhonda G.; Yeung, Alexander S.
Gifted Child Quarterly, v59 n3 p143-156 Jul 2015
The reciprocal effects model (REM) predicts a reciprocal relation between academic self-concept and academic achievement, whereby prior academic self-concept is associated with future gains in achievement, and prior achievement is related to subsequent academic self-concept. Although research in this area has been extensive, there has been a paucity of research specifically examining the REM from the standpoint of students who attend academically selective schools. The present research aimed to rectify this gap in the literature by testing the equivalence of the REM across a sample of high school students who attend both academically selective (n = 738) and mixed-ability comprehensive (n = 2,048) schools. Multigroup analyses revealed that the REM existed for both groups and that there were no differences between the groups in either the size or the direction of the paths that constitute the REM. Implications for REM theory and teaching practice are discussed.
Descriptors: Correlation, Self Concept, Academic Achievement, Selective Admission, High School Students, Comparative Analysis, Institutional Characteristics, Academically Gifted, Student Characteristics, Questionnaires, Mathematics Achievement, Likert Scales, Statistical Analysis, Foreign Countries, Structural Equation Models
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Wide Range Achievement Test