超常儿童是拔尖创新人才早期培养的重要对象，除了充分挖掘他们认知领域的发展潜能，也要高度关注他们非认知能力的发展。自我概念作为人格的核心成分之一，对超常儿童学业成就、创造性才能、社会适应等方面的发展都有重要意义。超常儿童实验班是我国目前对超常儿童的主要安置形式之一，关注实验班超常儿童的自我概念发展有利于促进超常儿童心理健康发展。家庭是影响儿童早期成长和发展最直接的微观环境，其中的父母教养方式深刻影响着儿童自我概念的发展。但目前国内外相关研究主要采用变量为中心的方法考察超常儿童自我概念的发展水平和趋势，无法深入探究群体内部的异质性；而且大多采用横断研究考察父母教养方式对超常儿童自我概念的影响，无法探究父母教养方式对自我概念发展变化的影响。本研究将基于布朗芬布伦纳的PPCT模型，采用横断研究和追踪研究相结合的研究设计，探讨父母教养方式中的自主支持、心理控制和行为控制对超常儿童自我概念发展变化的影响，为超常儿童自我概念的干预提供实证依据。
 本研究包括子研究一和子研究二。
子研究一主要考察超常儿童自我概念的发展特点。横断研究的被试包括北京某超常儿童实验班的超常儿童108人（M年龄 = 10.76岁），同龄的常态儿童144人（M年龄 = 10.23岁）；追踪研究的被试包括224名超常儿童实验班学生，他们的初始平均年龄为11.43岁，间隔9个月后追踪到被试175人。研究工具包括《基本信息问卷》和《自我描述问卷》。运用潜在剖面分析考察超常儿童与常态儿童自我概念潜在类别的共性与差异，运用潜在转变分析考察超常儿童自我概念随时间变化的类别转变模式。结果表明：（1）超常儿童和常态儿童均可划分为高自我概念组和低自我概念组两个潜在类别；但在超常儿童群体内部，低自我概念组的比重较高（51.5%），而常态儿童群体内部，高自我概念组的比重较高（54.9%）。（2）随着时间变化，高、中、低自我概念组超常儿童保持稳定的概率均高于0.600，从高自我概念组向中等自我概念组转变的概率是0.377，从中等自我概念组向低自我概念组转变的概率是0.209。因此，子研究一表明超常儿童群体内部，低自我概念的人占比较高，而且随着时间变化，超常儿童自我概念表现出稳定性及降低的转变趋势，有必要进一步关注超常儿童自我概念发展的影响因素。
子研究二主要考察超常儿童父母自主支持和控制的特点及其对自我概念发展的影响 。横断研究的被试包括北京某超常儿童实验班的超常儿童117人（M年龄 = 11.63岁）以及同龄的常态儿童110人（M年龄 = 11.42岁），追踪研究的被试同子研究一。研究工具包括《基本信息问卷》、《自我描述问卷》、《父母自主支持问卷》、《父母心理控制问卷》和《父母行为控制问卷》。运用独立样本t检验比较超常和常态儿童感知到的父母自主支持、心理控制和行为控制的差异，运用二元logistics回归考察父母自主支持、心理控制和行为控制对超常儿童自我概念模式转变的影响。结果表明：（1）超常儿童感知到的父母自主支持、心理控制和行为控制均显著低于常态儿童。（2）超常儿童感知到的母亲自主支持越高，他们维持在高自我概念组的概率越高；超常儿童感知到的母亲行为控制越强，他们从高自我概念组转变为中等自我概念组的概率越高。因此，子研究二表明母亲对超常儿童自我概念转变的影响显著高于父亲，而且母亲自主支持对超常儿童自我概念发展有积极影响，母亲行为控制则对自我概念发展有消极影响，为超常儿童父母教养方式的改善提供了指导。
 基于研究结果和结论，本研究提出以下几点建议：首先，教师和父母应该关注超常儿童实验班学生的自我概念发展，尤其是自我概念向低水平组转变的学生，引导他们形成自我定向的社会比较。其次，超常儿童的母亲应该为孩子提供更多的自主支持，尊重和鼓励孩子自主做决定，为孩子提供情感支持和认可。最后，超常儿童的母亲应该减少对孩子的行为控制，为孩子营造宽松自由的家庭氛围，培养孩子的自主性。

Gifted children are important resource for the early education of top-notch innovative talents. As one of the core components of personality, self-concept is of vital significance to the development of gifted children's academic achievement, creative ability, and social adaptation. The experimental class is one of the main educational placements for gifted children in China, so paying attention to the self-concept development of the gifted children in the experimental class is conducive to promoting their mental health. The family is the most direct micro-environment affecting the early development of children, and the parenting has a profound impact on children's self-concept. However, previous studies mainly adopted a variable-centered approach to examine the self-concept development of gifted children, which can’t explore the individual differences and group heterogeneity within the gifted children. Besides, most studies conducted cross-sectional studies, and they can’t examine the effect of parenting on development of the self-concept. Based on Bronfenbrenner's PPCT model, the research aimed to conducted cross-sectional and follow-up study to explore the influence of parental autonomy support, psychological control and behavioral control on gifted children’s self-concept, providing empirical evidence for the promotion of gifted children's self-concept.
This research consists of two sub-studies.
The first study investigated the development characteristics of gifted children’s self-concept. The cross-sectional study included 108 gifted children (Mage = 10.76) from experimental classes for gifted children in Beijing, and 144 non-gifted children of the same age (M age = 10.23). The follow-up study included 224 gifted children, and their baseline mean age is 11.43 years, and 175 participants were followed up after an interval of nine months. Basic Information Questionnaire and Self-description Questionnaire were used. Latent profile analysis was used to investigate the similarities and differences between gifted and non-gifted children in the latent profiles of self-concept, and latent transition analysis was used to investigate the transition patterns of gifted children's self-concept. The results shown that: (a) There were two latent classes of gifted and non-gifted children’s self-concept, namely high self-concept and low self-concept respectively. However, the proportion of gifted children in low self-concept group was higher (51.5%), and the proportion of non-gifted children was the high self-concept group was higher (54.9%). (b) With the change of time, gifted children’s probability of maintaining stable self-concept was higher than 0.60, the probability of transforming from high self-concept group to medium self-concept group was 0.377, and the probability of transforming from medium self-concept group to low self-concept group was 0.209.
The second study examined the effects of parental autonomy support, psychological control and behavioral control on gifted children’s self-concept development. The cross-sectional study included 117 gifted children (M age = 11.63) from experimental classes for gifted children and 110 non-gifted children of the same age (M age = 11.42). The participants in the follow-up study were the same as those in the first study. The measurements included Basic Information Questionnaire, Self-description Questionnaire, Parental Autonomy Support Questionnaire, Parental Psychological Control Questionnaire, and Parental Behavioral Control Questionnaire. The independent sample T test was used to compare the differences in parental autonomy support, psychological control and behavioral control perceived by gifted and non-gifted children, and the dual logistics regression was used to investigate the effects of parental autonomy support, psychological control and behavioral control on the transition of self-concept of gifted children. The results shown that: (a) Gifted children perceived significantly lower parental autonomy support, psychological control and behavioral control than non-gifted children. (b) Gifted children who perceived higher maternal autonomy support were more likely to maintain high self-concept rather than transit to middle self-concept group, and gifted children who perceived higher maternal behavioral control were more likely to transit from high self-concept to middle self-concept.
Based on the findings of this study, we proposed following suggestions: (a) Parents and teachers should pay attention to the self-concept development of gifted students in the experimental class, especially the subgroup of low self-concept and children who transit to lower self-concept, and guide them to form self-oriented comparisons. (b) Mothers should provide more autonomy support for their gifted children, such as respecting and encouraging them to make their own decisions. (c) Mothers should reduce their behavioral control over their gifted children, and create a relaxed and free atmosphere for them, which will enhance autonomy of their children.