Abstract
Research shows a significant relationship between self-concept and academic achievement for the low up through average intellectual levels. There are, however, no like data for students of superior intelligence. The three primary objects of this research were to determine (1) the relationship between high intelligence/socioeconomic level and self-concept; (2) the significance of variance in age, sex, and reading achievement; and, (3) significant within-school variables. 148 economically advantaged elementary children were tested. The mean IQ was 131 (SD, 12.5) and for this group, 70% had at least one parent who had completed graduate school. Subjects differed significantly from the normative group of the Piers-Harris; 83% exceeded their mean. Correlations between the self-concept scale and age, sex, IQ, and academic achievement were all nonsignificant. Students rated by their teachers as doing poorly academically did not score significantly differently from those rated satisfactory (less than 1 raw score point difference), and a study of specific items reflective of qualities of the school environment felt by Erickson to be vital showed that these children saw their teachers as fostering autonomy, initiative, and trust.
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