Page 182 - CONCEPTIONSOFGIFTEDNESS
P. 182
181 ø«HƒgƒªdG Oƒ°ùdG ∫ÉØWC’G iód ƃÑædG ájÉYQ
Skinner, B. F. (1953). Science and human behavior. New York: Macmil-
lan.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intel-
lectual identity and performance. American Psychologist, 52, 613–629.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual
performance of African Americans. Journal of Personality and Social
Psychology, 69, 797–811.
Steinberg, L., Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences
in adolescent achievement: An ecological perspective. American Psy-
chologist, 47(6), 723–729.
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelli-
gence. New York: Cambridge University Press.
Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physi-
cal traits of a thousand gifted children. Stanford, CA: Stanford Univer-
sity Press.
Ting, S. R., & Robinson, T. L. (1998). First-year academic success: A pre-
diction combining cognitive and psychosocial variables for Caucasian
and African American students. Journal of College Student Develop-
ment, 39(6), 599–610.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of stu-
dent attrition (2nd ed.). Chicago: University of Chicago Press.
Treisman, P. U. (1990, July). A study of the mathematics performance of
Black students at the University of California, Berkeley. In H. B. Keynes,
N. D. Fisher, & P. D. Wagreich (Eds.), Mathematicians and education
reform: Proceedings of the July 6–8, 1988 workshop, Issues in Math-
ematics Education, Conference Board of Mathematical Sciences (pp.
33–56). Providence, RI: American Mathematical Society, Mathematical
Association of America.
Treisman, P. U. (1992). Studying students studying calculus: A look at the
lives of minority mathematics students in college. College Mathematics
Journal, 23(5), 362–372.
White, T. J., & Sedlacek, W. E. (1986, Spring). Noncognitive predictors:
Grades and retention of specially admitted students. Journal of College
Admissions, 3, 20–23.
Wigfield, A. (1994). The role of children’s achievement values in the self-
regulation of their learning outcomes. In D. H. Schunck & B. J. Zim-