The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower
academic self-concepts (ASCs) when attending schools where the average ability levels of …

The present chapter reviews and summarizes key data about the role and significance of
self-beliefs about one's creativity (creative self-beliefs [CSB]), with a focus on the …

The focus of this chapter is on the role of self-efficacy in educational contexts. Self-efficacy is
defined as one's perceived capabilities for learning or performing actions at designated …

The second edition of the Handbook of Motivation at School presents an integrated
compilation of theory and research in the field. With chapters by leading experts, this book …

Today, boys generally underperform relative to girls in schools throughout the industrialized
world. Building on theories about gender identity and reports from prior ethnographic …

Research over the past several decades has identified several unique characteristics and
experiences of gifted individuals that have implications for counselors. This article describes …

This article presents a global vision for sport through a new framework that incorporates the
elements necessary for a developmentally sound approach to youth sport involvement. This …

Background Securing appropriate challenge or preventing boredom is one of the reasons
frequently used to justify ability grou** of gifted students, which has been shown to have …

Self-concepts are subjective beliefs about the qualities that characterize us, with academic
self-concepts describing our self-beliefs about our intellectual strengths and weaknesses …

It has been speculated that the big-fish–little-pond effect (BFLPE; the negative impact of
highly selective academic settings on academic self-concept) is a consequence of invidious …