Grade and Gender Differences in Gifted Students Self-ConceptsReport as inadecuate




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Journal for the Education of the Gifted, v32 n3 p340-367 Spr 2009

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.)

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

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Author: Rudasill, Kathleen Moritz; Capper, Marla Read; Foust, Regan Clark; Callahan, Carolyn M.; Albaugh, Susan B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4858&id=EJ835864







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