General, social, and academic self-concepts of gifted adolescents

Abstract

Seven hundred seventy-two male and female adolescents (between the ages of 12 and 15) participated in a study concerning the identification and socioemotional situation of various subgroups of gifted students (N=94). In this article only the results concerning general, social, and academic selfconcepts of gifted adolescents are reported. A distinction is made between four groups: two groups of gifted achievers (one with high (N=22) and another with below average creativity questionnaire scores (N=45), a group of gifted underachievers (N =27), and a control group (N=74). The multiple and hierarchical model of self-concept by Shavelson et al.serves as a framework for our approach. The most striking differences are found between gifted achievers and gifted underachievers. The latter demonstrate very low academic self-concept and high test anxiety scores, an external locus of control, and low scores on school well-being and motivation. A positive self-concept in all areas seems to be the driving force for achievements, which are in accordance with high potential intellectual aptitudes. Similar results were reported by Feldhusen.

Perfil psicosocial de adolescentes con aptitudes sobresalientes de un bachillerato público

“…El estudio del autoconcepto académico para los adolescentes con aptitudes sobresalientes es relevante debido a diversas razones: los alumnos con aptitud sobresaliente manifiestan un alto autoconcepto académico en comparación al no académico (Boxtel y Mönks, 1992;Hoge y Renzulli, 1993). Así mismo, estos estudiantes muestran un autoconcepto académi-co más alto en comparación de sus pares no sobresalientes (Boxtel y Mönks, 1992;Galindo, Martínez y Arnáiz, 1999;Herrera et al, 2004;Peñas, 2008).…”

Adult perceptions of the impact of Kentucky Education Reform Act initiatives on achievement : insights of rural gifted students.

“…Emerick (1992) found that students identified themselves as one of the six critical factors in their underachievement and its reversal. They reported that their academic selfconcept, the degree to which the students saw themselves as able to be academically successful, impacted their effort and success (Emerick, 1992;Ford, 1989;Ford, 1992;Hoekman, McCormick, & Gross, 1999;Van Boxtel & Monks, 1992). Underachieving students were found to have an extemallocus of control, believing that their success was more closely related to innate ability (they should be able to naturally succeed) or to conditions beyond their control, rather than equating success with effort (Csikszentmihalyi, 1990;Ford, 1992;Luscombe & Riley, 2001;Peterson, 2001;Van Boxtel & Monks, 1992).…”

“…Failure to achieve a balance creates ongoing conflict that impacts students' school performance and their perceptions of their own ability (Ablard, 1997;Emerick, 1992;Heacox, 1991;Supplee, 1989;Van Boxtel & Monks, 1992). Students report employing varied strategies to try to balance the perception conflicts.…”

“…Comparisons among gifted students revealed that students who are underachieving have low ratings in the areas of academic self-concept, perception of cognitive functioning, and social self-concept (Van Boxtel & Monks, 1992). Among underachieving gifted students, perceptions of their ability are shown to decline over time (Porath, 1996) and those students have high levels of dependence on teacher affIrmation and external rewards (porath, 1996;Van Boxtel & Monks, 1992).…”

“…Among underachieving gifted students, perceptions of their ability are shown to decline over time (Porath, 1996) and those students have high levels of dependence on teacher affIrmation and external rewards (porath, 1996;Van Boxtel & Monks, 1992).…”