Self-Esteem and Self-Concept Examination Among Gifted Students With ADHD

Abstract

Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD. Data were gathered from 112 children, aged 6 to 18, identified as having high cognitive ability (IQ of 120, 91st percentile, or above); 54 participants also met diagnostic criteria for ADHD. Despite having similar IQs, gifted students with ADHD had lower scores on measures of self-esteem, behavioral self-concept, and overall happiness than gifted students without a comorbid diagnosis. Among all participants, children had higher reported overall happiness than adolescents. Professionals working with gifted students with ADHD should be aware of the potential for coexisting self-esteem difficulties and, if warranted, address these issues in educational and clinical environments.

Counseling Considerations for the Twice-Exceptional Client

“…They face risks similar to those of their nongifted counterparts, including school performance, social functioning, and mental health concerns (Antshel et al, , ). Gifted children with ADHD are more likely than gifted children without ADHD to indicate overall self‐esteem difficulties and lower levels of happiness and behavioral satisfaction (Foley‐Nicpon, Rickels, Assouline, & Richards, ).…”

The Incidence of Potentially Gifted Students Within a Special Education Population

“…Because the current federal definition of giftedness does not provide specific guidelines for identifying gifted children (Foley-Nicpon, Rickels, Assouline, & Richards, 2012), there are varying standards researchers utilized to identify twice-exceptional children. Though not recommended practice, many schools have relied on and still do appear to rely on achievement and/or intelligence tests primarily or even solely to identify giftedness despite the recommendation for multiple assessments (Bracken & Brown, 2006;Sternberg, 2010;VanTassel-Baska, Feng, & de Brux, 2007;VanTassel-Baska, Feng, & Evans, 2007).…”

Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

“…Findings indicated that their characteristics contributed to their feelings of low-academic self-concept, depression or anxiety, and behavioral problems (Barber & Mueller, 2011;Baum, Cooper, & Neu, 2001;Cooper, Ness, & Smith, 2004;Dole, 2001;Kauder, 2009;Moon & Reis, 2004;Reis, Neu, & McGuire, 1997). Previous studies (e.g., Foley-Nicpon, Rickels, Assouline, & Richards, 2012;Strop & Goldman, 2002) specifically stated that 2e students typically exhibited social-emotional characteristics such as anger, fear of failure, fear of success, and low self-esteem. In general, 2e students manifest some psychological vulnerability to affective difficulties (Jackson, 1998;Neihart, 1998Neihart, , 1999Neihart, , 2002 and more emotional impairment than expected (Fletcher, Francis, Morris, & Lyon, 2005).…”