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.

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.

Exploring the Link Between Giftedness and Self-Concept

1993 ◽  
Vol 63 (4) ◽  
pp. 449-465 ◽  
Author(s):  
Robert D. Hoge ◽  
Joseph S. Renzulli
Keyword(s):  
Meta Analysis ◽  
Gifted Students ◽  
The Self ◽  
Self Concept ◽  
Gifted Children ◽  
Methodological Issues ◽  
Special Programs ◽  
Average Students ◽  
Practical Implications

We explored three broad issues in the article. First, do gifted and nongifted children differ in their self-concepts? Second, what are the effects on the self-concept of labeling the child as gifted? Third, are there any effects on self-concept of placing a child in special programs for the gifted? The review begins with a discussion of theoretical and methodological issues associated with the self-concept and giftedness constructs. This is followed by a meta-analysis of studies bearing on the three issues. Two types of studies are reviewed: (a) cases where gifted and average students are compared in terms of the self-concept and (b) studies in which gifted children are exposed to differential programming and the effects on self-concept explored. The studies indicated generally higher academic self-concepts for gifted students, but otherwise the results of the investigations were highly variable. The article concludes with a discussion of research and practical implications.

Representative and Non-Representative Items for Gifted Students on the Piers-Harris Children's Self-Concept Scale

1982 ◽  
Vol 51 (3) ◽  
pp. 787-790 ◽  
Author(s):  
K. Eliot Brown ◽  
Frances A. Karnes
Keyword(s):  
Gifted Students ◽  
The Self ◽  
Self Concept ◽  
Gifted Children ◽  
Social Emotional ◽  
Emotional Factors ◽  
External Influences ◽  
Primary Focus

Increased attention has been given to measures of self-concept in recent years. While the primary focus has been on global measures of self-concept, some attention to component social/emotional factors has been explored. In these endeavors there have been few investigations into the self-concepts of gifted children. This study analyzed responses on the Piers-Harris Children's Self-concept Scale which had the highest rate of concurrence on representative and non-representative items for a group of gifted students. These 169 gifted students generated internally and maintained positive self-concepts while being relatively immune to external influences.

Self-Concept of Academic Ability as a Function of Sex, Age, and Academic Achievement among African Adolescents

1998 ◽  
Vol 87 (1) ◽  
pp. 155-161 ◽  
Author(s):  
Mzobanzi M. Mboya
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Sex Differences ◽  
Age Differences ◽  
Significant Positive Correlation ◽  
Age Groups ◽  
Academic Ability ◽  
The Self ◽  
Self Concept ◽  
Age Variations

This study examined (a) sex and age variations for scores on Self-concept of Academic Ability and academic achievement among 244 African adolescents attending a coeducational high school and (b) correlations between scores on Self-concept of Academic Ability and academic achievement by sex and age. No significant sex differences were found, but there were significant age differences on the Self-concept scores and measures of English, science, and history but not in mathematics. A significant positive correlation was found between Self-concept scores and academic achievement for boys and girls and in all age groups, but the magnitude of the correlations with achievement in mathematics was stronger among boys than among girls.

scholarly journals Self-Concept of Gifted Children Aged 9 to 13 Years Old

2008 ◽  
Vol 31 (4) ◽  
pp. 481-499 ◽  
Author(s):  
Jiannong Shi ◽  
Ying Li ◽  
Xingli Zhang
Keyword(s):  
The Self ◽  
Self Concept ◽  
Concept Inventory ◽  
Gifted Children ◽  
Self Confidence

Ninety-four gifted children and 200 nongifted children (aged 9 to 13 years old) were involved in the present study. Their self-concept was assessed by the Revised Song-Hattie Self-Concept Inventory (Zhou & He, 1996). Academic self-concepts pertaining to abilities, school achievements, and grade concepts and nonacademic self-concepts pertaining to family, peers, body, and self-confidence concepts, as well as self-concept in general, were considered in the present study. The findings indicated that the development of self-concept in gifted children was different from that of nongifted children. Specifically, the self-concept scores in general of nongifted children increased from 11 to 13 years old, while those of gifted children decreased for the same age period. Both academic and nonacademic self-concepts are discussed in the present study.

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

Sex differences in the self-concept in adolescence

Sex Roles ◽  
1975 ◽  
Vol 1 (2) ◽  
pp. 147-159 ◽  
Author(s):  
Florence R. Rosenberg ◽  
Roberta G. Simmons
Keyword(s):  
Sex Differences ◽  
The Self ◽  
Self Concept

Self-Concepts of Gifted Students as Measured by the Piers-Harris Children's Self-Concept Scale

1981 ◽  
Vol 49 (3) ◽  
pp. 903-906 ◽  
Author(s):  
Frances A. Karnes ◽  
Jeffrey N. Wherry
Keyword(s):  
Gifted Students ◽  
Self Esteem ◽  
Self Concept ◽  
Gifted Children ◽  
Significant Difference

Self-concepts of gifted children were studied using the Piers-Harris Children's Self-concept Scale. No significant differences were found among grades, between sexes, or between students enrolled in such programs. A significant difference was found between the gifted students and the standardization population, suggesting higher self-esteem for the gifted.

scholarly journals RENDIMIENTO ESCOLAR Y AUTOCONCEPTO EN EDUCACIÓN PRIMARIA. RELACIÓN Y ANÁLISIS POR GÉNERO

2017 ◽  
Vol 3 (1) ◽  
pp. 315 ◽  
Author(s):  
Lucía Herrera Torres ◽  
Mohamed Al-Lal Mohand ◽  
Laila Mohamed Mohand
Keyword(s):  
Public Schools ◽  
Primary Education ◽  
School Achievement ◽  
Sixth Grade ◽  
Spanish Language ◽  
The Self ◽  
Self Concept ◽  
School Students ◽  
Five Dimensions ◽  
Educación Primaria

Abstract.SCHOOL ACHIEVEMENT AND SELF-CONCEPT IN PRIMARY EDUCATION. RELATIONSHIP AND ANALYSIS BY GENDERThis paper aims, on the one hand, to analyze the relationship between self-concept and school achievement. On the other hand, to establish if there are differences in both constructs according to the gender of the students. The study included 422 primary school students, of whom 198 were boys and 224 girls. 48.3% were in fifth grade and 51.7% in sixth grade. The children studied in eight of the twelve public schools of childhood and primary education of the autonomous city of Melilla. The instruments used for data collection were two. Firstly, a register of the ratings obtained in the subjects of Environmental Knowledge, Spanish Language and Mathematics of each student, facilitated by the students’ tutors. Secondly, the Test of Self-Concept Form 5 (AF-5). The results showed positive correlations between the ratings of the three subjects evaluated and three of the five dimensions of the self-concept: academic, social and family. Regarding gender analysis, they were found in the ratings for the Spanish Language subject, so that the girls scored higher than the boys. In addition, gender differences were also found in the dimensions of academic, emotional and family self-concept. Thus, girls outperformed boys on academic and family self-concept, whereas in the self-esteem the boys scored higher.Keywords: Self-Concept, School Achievement, Primary Education, GenderResumen.Este trabajo pretende, por una parte, analizar la relación entre autoconcepto y rendimiento escolar. Por otra, establecer si existen diferencias en ambos constructos en función del género de los estudiantes. En el estudio participaron 422 estudiantes de Educación Primaria, de los cuales 198 eran niños y 224 niñas. El 48.3% se encontraba en quinto curso y el 51.7% en sexto curso. Los niños estudiaban en ocho de los doce centros públicos de educación infantil y primaria de la ciudad autónoma de Melilla. Como instrumentos de recogida de información se emplearon dos. En primer lugar, un registro de las calificaciones finales en las asignaturas de Conocimiento del Medio, Lengua Castellana y Matemáticas de cada estudiante, facilitado por los tutores de los alumnos. En segundo lugar, el Cuestionario de Autoconcepto Forma 5 (AF-5). Los resultados pusieron de manifiesto correlaciones positivas entre las calificaciones de las tres asignaturas evaluadas y tres de las cinco dimensiones del autoconcepto: académico, social y familiar. En lo relativo al análisis en función del género, se encontraron en las calificaciones para la asignatura de Lengua Castellana, de modo que las niñas puntuaron más alto que los niños. Además, también se encontraron diferencias por género en las dimensiones del autoconcepto académico, emocional y familiar. Así, las niñas presentaban un autoconcepto académico y familiar superior a los niños, mientras que en el autoconcepto emocional fueron los niños los que puntuaron más alto.Palabras clave: autoconcepto, rendimiento escolar, educación primaria, género

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