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Abstract

The study explored several issues respecting the self-concept in children categorized as gifted; (a) the relative independence of specific components of self-perceptions; (b) the way in which these factors relate to global self-esteem; and (c) the extent to which a developmental process operates in the evolution of the self-concept. Data were collected from a sample of pupils enrolled in enrichment classes, grades 5 through 8. Measures included the Self-Perception Profile for Children and a teacher-rating measure of pupil attributes. The results confirmed the relative independence of the specific components and showed that self-perceptions of social and scholastic competence and of physical appearance were the major contributors to the self-concept. There was no evidence, however, for the operation of a developmental process.

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An Investigation of Self-Concept in Gifted Children

Abstract

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