Sports Participation among Academically Gifted Adolescents: Relationship to the Multidimensional Self-Concept

2007 ◽  
Vol 31 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Anne N. Rinn ◽  
Steven R. Wininger
Keyword(s):  
Grade Level ◽  
Gifted Students ◽  
Sports Participation ◽  
Self Concept ◽  
Organized Sports ◽  
Physical Abilities ◽  
Gender Interactions ◽  
Gifted Adolescents ◽  
Academic Year ◽  
Academically Gifted

This study compares academically gifted students who engage in sports to academically gifted students who do not engage in sports on measures of the multidimensional self-concept. Participants include 264 gifted adolescents who had completed the 6th through 10th grade during the previous academic year. Sports participation was measured by asking participants whether or not they participated in organized sports. Multiple facets of self-concept were measured using the Self Description Questionnaire II (Marsh, 1990). Results indicate gifted adolescents who engage in sports have higher physical abilities self-concepts than those who do not engage in sports. No grade level or gender interactions were found. Conclusions and implications are discussed.

The Expectations and Motivations of Gifted Students in a Residential Academic Program: A Study of Individual Differences

1988 ◽  
Vol 11 (3) ◽  
pp. 36-52 ◽  
Author(s):  
Paul J. Brounstein ◽  
William Holahan ◽  
Robert Sawyer
Keyword(s):  
Program Evaluation ◽  
Individual Differences ◽  
Gifted Students ◽  
Academic Program ◽  
Statistical Analyses ◽  
Residential Program ◽  
Talent Identification ◽  
And Performance ◽  
Gifted Adolescents ◽  
Academically Gifted

The investigation was conducted to determine what, if any, differences in expectations, motivations, satisfaction, and performance existed among 612 extremely gifted adolescents attending the Talent Identification Program's Summer Residential Program. As part of a thorough program evaluation, a staged series of statistical analyses were effected. Three discernible groups of students emerged (Academically Oriented, Socially Oriented, and Highly Motivated-Gregarious). Investigation of the composition and correlates of these groups revealed a number of interesting differences. The implications of this effort for program modification and future investigation of differences within the academically gifted population are discussed.

Everyday Stressors of Academically Gifted Adolescents

1996 ◽  
Vol 7 (2) ◽  
pp. 356-368 ◽  
Author(s):  
Jean A. Baker
Keyword(s):  
Gifted Students ◽  
Psychosocial Interventions ◽  
Academic Ability ◽  
Psychosocial Characteristics ◽  
Affective Education ◽  
Underachieving Gifted ◽  
Gifted Girls ◽  
Gifted Adolescents ◽  
Academically Gifted

This study evaluated everyday “hassles” and other stressors experienced by academically gifted, exceptionally academically gifted, and academically average adolescents. The results suggest that gifted and non-gifted adolescents experienced similar levels and types of everyday stressors. However, exceptional and to some degree gifted girls endorsed more perfectionistic tendencies than did their average peers. The need for affective education and psychosocial interventions for gifted students in schools is discussed. Adolescence is a time of increased stress for all youth. Educators of the gifted have had a long and enduring concern about the special stressors and pressures affecting gifted adolescents (e.g., Hollingworth, 1942; Seeley, 1993). Although gifted students are often posited to have strong psychosocial characteristics (e.g., Clark, 1988), we also have documentation that giftedness can generate stress and conflict for some students (e.g., Whitmore, 1980). Although we might expect high levels of stress from gifted students experiencing psychosocial or educational difficulties (i.e., underachieving gifted students), we have little normative information about problems and strains experienced by “typical” gifted adolescents. This study focused on specific stressors endorsed by academically gifted adolescents and compared them to those endorsed by their peers of average academic ability.

Organized Sports Participation in Children With and Without ADHD: the Roles of Self-Perceived Peer Relations and Physical Abilities

2012 ◽  
Vol 22 (9) ◽  
pp. 675
Author(s):  
Jennifer Gander ◽  
Bo Cai ◽  
Steven Cuffe ◽  
Joseph R. Holbrook ◽  
Robert McKeown
Keyword(s):  
Peer Relations ◽  
Sports Participation ◽  
Organized Sports ◽  
Physical Abilities

Examining the “F” in Gifted: Academically Gifted Adolescents' Physiological and Affective Responses to Scholastic Failure

1994 ◽  
Vol 17 (3) ◽  
pp. 241-259 ◽  
Author(s):  
Shawn M. Roberts ◽  
Suzanne B. Lovett
Keyword(s):  
Irrational Beliefs ◽  
Physiological Stress ◽  
Gifted Students ◽  
Affective Responses ◽  
Gifted Children ◽  
Stress Reactions ◽  
Socially Prescribed Perfectionism ◽  
Gifted Adolescents ◽  
Experimentally Induced ◽  
Academically Gifted

The present investigation examined whether academically gifted children, relative to their nongifted peers (a) were subject to greater self-oriented and socially prescribed perfectionism, (b) endorsed higher levels of Ellis' (1962) irrational beliefs, and (c) were prone to more negative reactions to an experimentally induced failure. Relative to their nongifted and academically achieving peers, the academically gifted students demonstrated more negative affective and physiological stress reactions to the experimentally induced failure, as well as higher levels of self-oriented perfectionism and irrational beliefs. The present findings highlight the need for research within the relatively new and unexplored field of gifted students' reactions to scholastic failure.

Correlates of Self-Concept among Variant Children

1984 ◽  
Vol 54 (2) ◽  
pp. 536-538 ◽  
Author(s):  
William L. Chovan ◽  
E. Rebecca Morrison
Keyword(s):  
Gifted Students ◽  
Learning Disabled ◽  
The Other ◽  
Self Concept ◽  
Mentally Handicapped ◽  
Academically Gifted

48 children who were educably mentally handicapped, learning disabled, achievers, and academically gifted took the Piers-Harris self-concept scale. Differences between groups on the 6 factors of the scale were examined. Achievers and gifted students had higher and more positive responses to self-concept statements about school ability and achievement than the other two groups.

Social and Academic Self-Concepts of Gifted Adolescents

1998 ◽  
Vol 22 (1) ◽  
pp. 80-94 ◽  
Author(s):  
Felicia A. Dixon
Keyword(s):  
Gifted Students ◽  
Homogeneous Group ◽  
Self Concept ◽  
Social Self ◽  
Review Of The Literature ◽  
Developmental Processes ◽  
The Social ◽  
The Individual ◽  
Gifted Adolescents ◽  
The Way

Self-concept is a construct that is greatly challenged during adolescence. Gifted students undergo the same developmental processes as their less able peers, but the way they handle these transformations may be quite different. Although self-concept seems to be a multifaceted, hierarchical construct, too often educators force it into a unidimensional definition that they apply in the same way to all students. A review of the literature on the academic and the social self-concepts of gifted adolescents reveals the importance of considering the unique talents of the individual rather than considering gifted students as a homogeneous group.

Psychometric Characteristics of the Adolescent Coping Scale with Academically Gifted Adolescents

1997 ◽  
Vol 9 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jonathan A. Plucker
Keyword(s):  
Factor Analysis ◽  
Gifted Students ◽  
Reliability And Validity ◽  
Psychometric Characteristics ◽  
Lack Of Information ◽  
Adolescent Coping ◽  
Oblimin Rotation ◽  
Coping Scale ◽  
Gifted Adolescents ◽  
Academically Gifted

Researchers investigate the affective aspects of adolescents' giftedness with increasing frequency, but their efforts are hampered by the lack of information regarding the reliability and validity of available instruments. The purpose of this study was to provide evidence of the psychometric properties of the Adolescent Coping Scale (Frydenberg & Lewis, 1993) when used with academically gifted adolescents. Results suggest that the Adolescent Coping Scale is sufficiently reliable for group administration and research purposes with the possible exception of the Not Coping (alpha = .57) and Seek Relaxing Diversions scales (alpha = .51). Exploratory factor analysis (maximum likelihood extraction with oblimin rotation) provides evidence of construct validity for 12 of the 18 scales. Researchers are advised to cautiously interpret gifted students' scores on the remaining six scales (Invest in Close Friends, Not Coping, Focus on Solving the Problem, Seek to Belong, Wishful Thinking, Seek Relaxing Diversions).

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