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.

A Qualitative Meta-Analysis of Research into the Underachievement of Gifted Boys

2020 ◽  
pp. 6-22
Keyword(s):  
Meta Analysis ◽  
Gifted Students ◽  
Research Literature ◽  
Gifted Children ◽  
Social Emotional ◽  
Academic Underachievement ◽  
Children And Young People ◽  
Emotional Factors ◽  
The Impact ◽  
Considerable Concern

Academic underachievement among children and young people is an area of considerable concern, and it is often linked to particular groups. Two groups that have attracted concern when it comes to underachievement are gifted children and boys. This study examines the intersection between the underachievement of these two groups by examining underachievement among intellectually gifted boys. A meta-analysis of the research literature concerning underachievement in gifted boys was conducted to identify factors that may be associated with this phenomenon. The findings suggest that underachievement in gifted boys may be primarily caused by social emotional factors, rather than by factors of their educational environment. It is noted that the factors relating to underachievement in gifted students have only been studied in a limited way, and this research addresses part of that gap. Further areas of study – in particular the impact of twice-exceptionality and of bullying on underachievement - are suggested for future study.

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.

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.

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.

scholarly journals Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality

2021 ◽  
Vol 11 (11) ◽  
pp. 659
Author(s):  
Inmaculada García-Martínez ◽  
Óscar Gavín-Chocano ◽  
Samuel P. León ◽  
José Luis Ubago-Jiménez
Keyword(s):  
Cross Sectional Study ◽  
Academic Stress ◽  
Self Concept ◽  
Social Emotional ◽  
Cross Sectional ◽  
Emotional Factors ◽  
Stress Symptoms ◽  
Key Factor ◽  
Teaching Learning ◽  
And Coping

Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers’ academic stress.

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

The Expressed Needs of Parents of Gifted Children

1983 ◽  
Vol 1 (2) ◽  
pp. 80-83 ◽  
Author(s):  
E. J. Braggett ◽  
A. Ashman ◽  
J. Noble
Keyword(s):  
School System ◽  
Intellectual Ability ◽  
Gifted Children ◽  
Social Emotional ◽  
Normal Children ◽  
Emotional Factors ◽  
Wide Range ◽  
Children's Development ◽  
Children’S Development

In workshop situations, parents of gifted children sought assistance in three major areas. First, they desired to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors and motivation. Second, they were anxious about school-related needs: allowing gifted children to proceed at their own pace and avoid the boredom of unchallenging work, teachers who felt threatened by outstanding children, and a parental desire to understand the school system and its organisation. Third, they searched for enrichment activities and resource materials over a wide range of interests. Overall they wanted reassurance that their youngsters, although gifted, were normal children.

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 Konsep Diri Penyandang Tunanetra dan Implikasinya terhadap Layanan Bimbingan dan Konseling

Konselor ◽  
2016 ◽  
Vol 5 (4) ◽  
pp. 229
Author(s):  
Elvina Oktavia ◽  
Zikra Zikra ◽  
Nurfarhanah Nurfarhanah
Keyword(s):  
Visual Impairment ◽  
Quantitative Method ◽  
Low Vision ◽  
The Self ◽  
Self Concept ◽  
Guidance And Counseling ◽  
Blind People ◽  
Social Emotional ◽  
The Subject ◽  
Descriptive Approach

Self-concept is an opinion, feeling or perception of someone about his/herself that is related to the physical appearance, social, emotional, moral, and cognitive. This research is based on the visual impairment people who judge themselves in negative way. This research uses quantitative method with descriptive approach. The subject of this research is 50 visual impairment people which consist of 30 blind people, and 20 low vision people. The instrument of this research is questionnaire. The result of this research shows that the self-concept of all of those visual impairment people are in the medium category. It is expected to all of guidance and counseling teachers to give their service based on the need of those people for keeping their self-concept good and helping to develop their self-concept in the positive way.

scholarly journals Problems Affecting Gifted Children In Jordanian Schools

2012 ◽  
Vol 3 (4) ◽  
pp. 301-310
Author(s):  
Ibrahim Al Shihab
Keyword(s):  
Family Therapy ◽  
Personal Development ◽  
Mental Health Problems ◽  
Empirical Studies ◽  
Gifted Students ◽  
Gifted Children ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Working Together

It is clear that there is a need for more attention to the social and emotional needs of the gifted students, as well as for increased attention to the affective needs of special populations of gifted students, such as underachievers, who are at risk for failure to achieve their potential. There is also a need for more empirical studies on the needs of these students, both in terms of preventative strategies such as affective curricula, and with regard to more intensive interventions such as individual, group, or family therapy. Good counseling models have been developed, but they need to be rigorously evaluated to determine the conditions under which they are most effective. In fact, researchers in the field of gifted education need to collaborate with researchers from affective fields such as personal and social psychology, counseling psychology, family therapy, and psychiatry, working together so the society can learn how to intervene most effectively with gifted individuals who have mental health problems and how to help all gifted persons achieve optimal social, emotional, and personal development.

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