Changes in the Self-Perceptions of Gifted Students who Participate in Rigorous Academic Programs

1987 ◽  
Vol 10 (4) ◽  
pp. 287-303 ◽  
Author(s):  
Paula Olszewski ◽  
Marilynn J. Kulieke ◽  
Gordon B. Willis
Keyword(s):  
Social Acceptance ◽  
Gifted Students ◽  
Academic Programs ◽  
Summer Programs ◽  
The Self ◽  
Self Concept ◽  
Summer Program ◽  
Athletic Competence ◽  
Different Dimensions ◽  
Males And Females

This paper examines changes in the self-concepts of gifted students over the course of an intensive summer program. Two groups of academically gifted junior high students participated in two separate kinds of summer programs. They completed a differentiated self-concept measure prior to the beginning of the program, on the first day of the program and on the last day. Data analysis focused on whether patterns of change replicate across the two programs. Students showed a decline in academic self-competence over time and a transitory decline in social acceptance. Physical and athletic competence became more positive over the course of the program. Differences were found for males and females. These findings suggest that programs influence different dimensions of student self-concept.

scholarly journals SELF-PERCEPTION OF COMPETENCE IN CHILDREN FROM SOCIALLY VULNERABLE CONTEXTS, ASSISTED AND UNASSISTED BY SOCIAL SPORTS PROJECTS

2015 ◽  
Vol 25 (3) ◽  
pp. 271 ◽  
Author(s):  
Glauber Carvalho Nobre ◽  
Paulo Felipe Ribeiro Bandeira ◽  
Maria Helena Da Silva Ramalho ◽  
Francisco Salviano Sales Nobre ◽  
Nadia Cristina Valentini
Keyword(s):  
Social Acceptance ◽  
The Self ◽  
The Other ◽  
Self Concept ◽  
Self Perception ◽  
Male And Female ◽  
Brazilian Version ◽  
Self Worth ◽  
Different Dimensions ◽  
Psychological Features

ntroduction: practising sport contributes tothe reinforcement of important psychological features such as self-perception of competence, especially when participants are children from socially vulnerable contexts. Objective: to compare the socially vulnerablechildren’s self-perception of competence, assisted and unassisted by social sports projects. Method: a total of 235 children (male and female), aged between seven and tenyears, participated in this comparative study. They were divided into two groups: onegroup was formed by 106 children participating in social sports projects;the other was 129 children who did not participate in socialsports projects. The self-perception of competence was assessed by the Brazilian version of the Self-Perception Profile for Children. We used a three-way ANOVA to assess the possible interaction effect between gender, age and group (children assisted and unassisted) in the different dimensions of perceived competence. Results: The children attending sports projects reported higher overall self-worth (F(1.234)) = 6.132, p = 0.014, η2 = 0.026). It was observed that there was an effect of interaction between the variable age x group (F(1.234)) = 6.673, p = 0.010, η2 = 0.029) on the self-perception of social acceptance. There were no significant effects of group on the other dimensions of self-perception of competence. Conclusion: the children participatingin social sports projects showed more self-perception in terms of social acceptance and self-concept compared tonon-participatory children. This project does not help in other dimensions of self-perception.

Effects of Summer Programs on the Self-Concepts of Gifted Children

1989 ◽  
Vol 12 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Penny Britton Kolloff ◽  
Alan D. Moore
Keyword(s):  
Sex Differences ◽  
Gifted Students ◽  
Sixth Grade ◽  
Summer Programs ◽  
The Self ◽  
Self Concept ◽  
Gifted Children ◽  
Residential Programs ◽  
Program Outcomes ◽  
Grade Levels

The self-concepts of gifted students are often measured as a part of the assessment of program outcomes. This study examined the self-concepts of 508 gifted students in grades five through ten who participated in three summer residential programs. Two self-concept measures, the ME Scale and the Piers-Harris Children's Self Concept Scale, were administered at the beginning and at the end of each of the programs. Self-concept scores across all grade levels and programs were significantly higher at the end of the programs. Sex differences were found in one program with the scores of sixth grade boys declining somewhat. In general, summer residential programs appear to enhance the self-concepts of gifted participants.

scholarly journals LOGIC RETAINING POWER AMONG GENDERS AND EFFECT OF TIME CONSTRAINTS ON THE PERFORMANCE OF UNDERGRADS UNIVERSITY STUDENTS

2021 ◽  
Vol 16 (4) ◽  
Author(s):  
Imtiaz Husain
Keyword(s):  
Mathematical Logic ◽  
University Students ◽  
Gender Gap ◽  
Vital Role ◽  
The Self ◽  
Self Concept ◽  
Time Constraints ◽  
Undergraduate University Students ◽  
Males And Females ◽  
And Performance

Logic has a vital role throughout human history. It considers important for the mental development and performance of the student. The present study was conducted to evaluate the proficiency and logic retaining power and the effect of time constraints on undergraduate university students. Tests comprised of three categories Arithmetic, Algebra, and Geometry. Each section was comprised of 10 questions with four possible answers to respond within the 10 minutes duration. The test was divided into two different questionnaires. One hundred and seventy-five students both males and females took part in the survey and undergo mathematical logic tests. Scores, responding time and differences among the gender profound that males were more logical as compared to females to retain the mathematical logic and performed the assigned task in 23% less time and achieved 20% more scores. Whereas, the significant correlation found among the understanding level of logic, gender gap and the performance among the undergrad’s university students (r = 0.963; P<0.05), which depend upon the factor of time constraints as well as the self-concept and concentration about the topic.

Attitudes and Self-Perception of 10- to 14-Year-Old Students Toward Obese Children

2020 ◽  
pp. 105984052093334
Author(s):  
Hulya Ciloglu ◽  
Medine Yilmaz
Keyword(s):  
Social Acceptance ◽  
Cross Sectional Study ◽  
The Self ◽  
Obese Children ◽  
Self Perception ◽  
School Students ◽  
Cross Sectional ◽  
Athletic Competence ◽  
Positive Attitudes ◽  
Education And Awareness

This cross-sectional study was carried out to investigate the self-perception of primary school students aged 10–14 and their attitudes toward obese children ( n = 693). There was a weak, positive, and highly significant correlation between the mean scores for the overall Attitude Toward Obese Children Scale, the Self-Perception Profile for Children Scale, and the Acceptance of Obese Peers subscale ( p = .000). There was a weak, positive, and highly significant correlation between all the subscales except for the Rejection of Obese Peer and Social Acceptance and Athletic Competence subscales ( p < .01). Self-perception in adolescence is effective throughout life in terms of community mental health. Therefore, it is of great importance to carry out education and awareness-raising studies in schools to gain students positive attitudes and behavior toward individuals with different characteristics.

The Effects of Social Support and School Placement on the Self—Concept of LD Students

1988 ◽  
Vol 11 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Ellice Ann Forman
Keyword(s):  
Social Support ◽  
Learning Disabled ◽  
The Self ◽  
Self Report ◽  
Self Concept ◽  
Future Research ◽  
Athletic Competence ◽  
School Placement ◽  
Self Worth ◽  
Resource Rooms

The effects of two types of environmental influences on the self-concept of LD students were examined: social support and school placement. The 51 children and adolescents who participated in the study were receiving LD services in self-contained classes or resource rooms, or had been diagnosed as learning disabled but were not yet receiving services. Social support and self-concept were assessed using two self-report measures developed by Harter (1985). Students with higher levels of perceived social support were found to score higher in general self-worth, athletic competence, scholastic competence, and behavioral conduct than students with fewer social supports. In addition, support from classmates was the most important predictor of high self-concept. School placement was not found to be related to self-concept. The findings of this study suggest that future research needs to examine the social contextual factors that may foster positive self-concepts in LD students.

Self-Concept and Motor Performance of Hearing Impaired Boys and Girls

1988 ◽  
Vol 5 (4) ◽  
pp. 293-304 ◽  
Author(s):  
Chris Hopper
Keyword(s):  
Pilot Study ◽  
Motor Performance ◽  
Social Acceptance ◽  
Physical Appearance ◽  
Hearing Impaired ◽  
Self Concept ◽  
Athletic Competence ◽  
Self Worth ◽  
Long Jump ◽  
School For The Deaf

This pilot study examined self-concept and motor performance of hearing impaired boys and girls, ages 10 to 14. Subjects were 32 students from the Washington State School for the Deaf in Vancouver. Self-concept was measured using the Harter Self-Perception Profile consisting of six subscales: scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct, and global self-worth. Motor performance was assessed with the 9-min run, sit-ups, sit and reach, Bass stick test, long jump, shuttle run, and catching a ball. Results of this pilot study indicated that students scored highest in the scholastic domain and lowest in the social acceptance domain. The physical appearance scale was most related to global self-worth. Those students who viewed themselves as athletically capable did best in the 9-min run. Girls scored higher than boys in athletic competence, physical appearance, and social acceptance domains.

Age, Sex and Self Concepts in a Nigerian Population

1983 ◽  
Vol 6 (4) ◽  
pp. 497-502 ◽  
Author(s):  
Bernice N. Ezeilo
Keyword(s):  
Middle Age ◽  
The Self ◽  
University Education ◽  
Self Concept ◽  
Educational Levels ◽  
Self Confidence ◽  
Nigerian Subjects ◽  
Nigerian Population ◽  
Males And Females ◽  
Age And Sex

This study examines age and sex differences in self concept among Nigerian subjects. Self concept was measured with the Tennessee Self Concept Scale which had earlier been found both reliable and valid for the Nigerian population under consideration. The randomly selected subjects included literate males and females aged 14-50 years. Their educational levels ranged from class 3 secondary education to one and half years of university education. The results show that level of self concept increases with age with a plateau from the age of 40 years. This suggests that for this culture the self concept tends to stabilize in the middle age. The effects of sex and sex x age interaction are non-significant. This was explained by reference to the possibility that the female subjects engaged in academic pursuit may have the self confidence to master the demands of academic achievement in a culture where their role is still subordinate.

Investigating the Self-Concept of Gifted Students With ADHD

2010 ◽  
Author(s):  
Heather A. Rickels ◽  
Allison S. Bell ◽  
Megan Foley Nicpon ◽  
Susan G. Assouline
Keyword(s):  
Gifted Students ◽  
The Self ◽  
Self Concept ◽  
Students With Adhd

scholarly journals Self-Perceptions, Self-Worth and Sport Participation in Adolescents

2012 ◽  
Vol 15 (2) ◽  
pp. 624-630 ◽  
Author(s):  
Isabel Balaguer ◽  
Francisco L. Atienza ◽  
Joan L. Duda
Keyword(s):  
Health Behavior ◽  
School Children ◽  
Social Acceptance ◽  
Sport Participation ◽  
The Self ◽  
Self Perception ◽  
Domain Specific ◽  
Self Perceptions ◽  
Athletic Competence ◽  
Self Worth

The purpose of this study was to study the associations between specific self-perceptions and global self-worth with different frequency levels of sport participation among Spanish boys and girls adolescents. Students (457 boys and 460 girls) completed the Self Perception Profile for Children (Harter, 1985) and items assessing sport engagement from The Health Behavior in School Children Questionnaire (Wold, 1995). Results showed that some specific dimensions of self-perception were related to different frequency of sport participation whereas overall judgments of self-worth did not. Specifically, for boys and girls, higher levels of sport participation were positively associated to Athletic Competence, and for boys were also associated with Physical Appearance and Social Acceptance. The potential implications of domain specific socialisation processes on the configuration of self-perceptions are highlighted.

Is Being Gifted a Social Handicap?

1988 ◽  
Vol 11 (4) ◽  
pp. 41-56 ◽  
Author(s):  
Laurence J. Coleman ◽  
Tracy L. Cross
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
Social Acceptance ◽  
Gifted Students ◽  
General Question ◽  
Summer Program ◽  
Research Questions

The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. The data also suggested that some students manage information about themselves to minimize their visibility as gifted students to others.

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