Grade and gender differences in gifted students' self-concepts

Kathleen M Rudasill, Maria Read Capper, Regan Clark Foust, Carolyn M. Callahan, Susan B. Albaugh

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different ages (Chan, 2001) and genders (Hoge & McShreffrey, 1991; Li, 1988), with declining self concept among females overtime. The purpose of this study was to examine the extent to which self concept differed among gifted students across grade and gender. Two hundred and sixty older adolescents (grades 8 to 11, n=159 girls) completed the Self-Perception Profile for Adolescents (Harter, 1988) and 300 younger adolescents (grades 5 to 7, n=171 girls) completed the Self Perception Profile for Children (Harter, 1985). Results indicate that gifted students' scores in several self-concept domains were lower for older adolescents and girls, but remained relatively high across grade and gender for scholastic self-concept.

Original languageEnglish (US)
Pages (from-to)340-367
Number of pages28
JournalJournal for the Education of the Gifted
Volume32
Issue number3
DOIs
StatePublished - Jan 1 2009

Fingerprint

self-concept
gender-specific factors
adolescent
student
self-image
gender
school grade
career aspiration
overtime

ASJC Scopus subject areas

  • Education

Cite this

Grade and gender differences in gifted students' self-concepts. / Rudasill, Kathleen M; Capper, Maria Read; Foust, Regan Clark; Callahan, Carolyn M.; Albaugh, Susan B.

In: Journal for the Education of the Gifted, Vol. 32, No. 3, 01.01.2009, p. 340-367.

Research output: Contribution to journalArticle

Rudasill, Kathleen M ; Capper, Maria Read ; Foust, Regan Clark ; Callahan, Carolyn M. ; Albaugh, Susan B. / Grade and gender differences in gifted students' self-concepts. In: Journal for the Education of the Gifted. 2009 ; Vol. 32, No. 3. pp. 340-367.
@article{4ad65016876c4feaad322e269ecc848e,
title = "Grade and gender differences in gifted students' self-concepts",
abstract = "Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different ages (Chan, 2001) and genders (Hoge & McShreffrey, 1991; Li, 1988), with declining self concept among females overtime. The purpose of this study was to examine the extent to which self concept differed among gifted students across grade and gender. Two hundred and sixty older adolescents (grades 8 to 11, n=159 girls) completed the Self-Perception Profile for Adolescents (Harter, 1988) and 300 younger adolescents (grades 5 to 7, n=171 girls) completed the Self Perception Profile for Children (Harter, 1985). Results indicate that gifted students' scores in several self-concept domains were lower for older adolescents and girls, but remained relatively high across grade and gender for scholastic self-concept.",
author = "Rudasill, {Kathleen M} and Capper, {Maria Read} and Foust, {Regan Clark} and Callahan, {Carolyn M.} and Albaugh, {Susan B.}",
year = "2009",
month = "1",
day = "1",
doi = "10.4219/jeg-2009-862",
language = "English (US)",
volume = "32",
pages = "340--367",
journal = "Journal for the Education of the Gifted",
issn = "0162-3532",
publisher = "Prufrock Press",
number = "3",

}

TY - JOUR

T1 - Grade and gender differences in gifted students' self-concepts

AU - Rudasill, Kathleen M

AU - Capper, Maria Read

AU - Foust, Regan Clark

AU - Callahan, Carolyn M.

AU - Albaugh, Susan B.

PY - 2009/1/1

Y1 - 2009/1/1

N2 - Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different ages (Chan, 2001) and genders (Hoge & McShreffrey, 1991; Li, 1988), with declining self concept among females overtime. The purpose of this study was to examine the extent to which self concept differed among gifted students across grade and gender. Two hundred and sixty older adolescents (grades 8 to 11, n=159 girls) completed the Self-Perception Profile for Adolescents (Harter, 1988) and 300 younger adolescents (grades 5 to 7, n=171 girls) completed the Self Perception Profile for Children (Harter, 1985). Results indicate that gifted students' scores in several self-concept domains were lower for older adolescents and girls, but remained relatively high across grade and gender for scholastic self-concept.

AB - Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different ages (Chan, 2001) and genders (Hoge & McShreffrey, 1991; Li, 1988), with declining self concept among females overtime. The purpose of this study was to examine the extent to which self concept differed among gifted students across grade and gender. Two hundred and sixty older adolescents (grades 8 to 11, n=159 girls) completed the Self-Perception Profile for Adolescents (Harter, 1988) and 300 younger adolescents (grades 5 to 7, n=171 girls) completed the Self Perception Profile for Children (Harter, 1985). Results indicate that gifted students' scores in several self-concept domains were lower for older adolescents and girls, but remained relatively high across grade and gender for scholastic self-concept.

UR - http://www.scopus.com/inward/record.url?scp=68149163168&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=68149163168&partnerID=8YFLogxK

U2 - 10.4219/jeg-2009-862

DO - 10.4219/jeg-2009-862

M3 - Article

VL - 32

SP - 340

EP - 367

JO - Journal for the Education of the Gifted

JF - Journal for the Education of the Gifted

SN - 0162-3532

IS - 3

ER -