Grade and Gender Differences in Gifted Students' Self-Concepts
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| Title: | Grade and Gender Differences in Gifted Students' Self-Concepts |
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| Language: | English |
| Authors: | Rudasill, Kathleen Moritz, Capper, Marla Read, Foust, Regan Clark |
| Source: | Journal for the Education of the Gifted. Spr 2009 32(3):340-367. |
| Availability: | Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 28 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Academically Gifted, Females, Self Esteem, Adolescents, Gender Differences, Self Concept, Cognitive Structures, Self Concept Measures, Academic Achievement, Summer Programs, Enrichment Activities, Participant Characteristics, Multivariate Analysis |
| ISSN: | 0162-3532 |
| Abstract: | Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different ages (Chan, 2001) and genders (Hoge & McShreffrey, 1991; Li, 1988), with declining self-concept among females over time. The purpose of this study was to examine the extent to which self-concept differed among gifted students across grade and gender. Two hundred and sixty older adolescents (grades 8 to 11, n = 159 girls) completed the Self-Perception Profile for Adolescents (Harter, 1988) and 300 younger adolescents (grades 5 to 7, n = 171 girls) completed the Self-Perception Profile for Children (Harter, 1985). Results indicate that gifted students' scores in several self-concept domains were lower for older adolescents and girls, but remained relatively high across grade and gender for scholastic self-concept. (Contains 5 tables, 6 figures, and 2 endnotes.) |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2009 |
| Access URL: | https://jeg.sagepub.com/content/by/year |
| Accession Number: | EJ835864 |
| Database: | ERIC |
| Abstract: | Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different ages (Chan, 2001) and genders (Hoge & McShreffrey, 1991; Li, 1988), with declining self-concept among females over time. The purpose of this study was to examine the extent to which self-concept differed among gifted students across grade and gender. Two hundred and sixty older adolescents (grades 8 to 11, n = 159 girls) completed the Self-Perception Profile for Adolescents (Harter, 1988) and 300 younger adolescents (grades 5 to 7, n = 171 girls) completed the Self-Perception Profile for Children (Harter, 1985). Results indicate that gifted students' scores in several self-concept domains were lower for older adolescents and girls, but remained relatively high across grade and gender for scholastic self-concept. (Contains 5 tables, 6 figures, and 2 endnotes.) |
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| ISSN: | 0162-3532 |
