Date Approved

7-3-1997

Embargo Period

8-25-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Robinson, Randall S.

Subject(s)

Gifted children--Education (Elementary); Self-perception in children

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to investigate the various dimensions of self-concept in gifted children, to compare self-concept in gifted and nongifted children, and to attempt to discover a relationship between self-concept and achievement in gifted children. The 25 subjects who participated in this study were a sample of gifted students taken from a population of 3rd, 4th, and 5th grade students enrolled in a public elementary school in a suburban area in southern New Jersey. The Self-Perception Profile for Children (Harter, 1985) was used to assess self-concept. Mean self-concept scores and standard deviations were calculated for each subscale. Data was analyzed for each subscale using a Two Factor Analysis of Variance to reveal significant effects for grade level and for gender. Results were also compared to a calculated normalized sample from the Harter (1985) manual. The results indicated significant differences among the different self-concept dimensions in gifted and nongifted students but no significant differences for grade levels or for gender.

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