Self-concept and sex-role orientation in gifted high school students.
ABSTRACT Examined sex-role orientation (SRO) and self-concept (SCT) in 39 high school students (Grades 10–12) enrolled in a gifted challenge program, and a control group of 39 students matched on gender and grade. Ss were administered the Piers-Harris Children's Self-Concept Scale and the Bem Sex-Role Inventory. No effect of gender or program was found for SRO or global SCT. Analysis indicated that gifted Ss were more anxious and less satisfied with life than regular program Ss, and that females were more anxious but better behaved than males. Ss with an undifferentiated SRO scored lowest on global SCT and certain domain-specific aspects of SCT, especially in comparison with masculine and androgynous Ss. The relationship between SRO and SCT was consistent across program and gender. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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ABSTRACT: This research examined the relationships among personality factors, social support, emotional well¬being, and academic achievement in 65 gifted secondary students, a sample drawn from a longitudinal study of over 950 students. The research demonstrated that, compared to their nongifted peers, gifted students had signiﬁcantly higher academic outcomes for all subject areas except Geography and Physical Education. Teachers rated the gifted students as being well-adjusted and less likely to have behavioural or emotional problems than nongifted students. The gifted students, however, reported feeling more sad and less satisﬁed with their social support than their nongifted counterparts. There were no signiﬁcant differences in terms of self-esteem, trait hope, problem orientation, or attitudes towards education. Within the gifted sample, the research found that the students who were most likely to get poor grades were those who scored high in psychoticism and low in conscientiousness, trait hope, joviality, and in attitudes towards schools. Interestingly, self-esteem was entirely unrelated to gifted performance.Educational Research and Evaluation 12/2007; 13(6):569-586.
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ABSTRACT: Counseling concerns of highly able students may reflect characteristics associated with giftedness. Yet school counselor training programs give scant attention to this phenomenon and to the social and emotional development of these students. School counselors therefore may be unaware of and unequipped to respond to these concerns. Referencing scholarly literature related to giftedness as both asset and burden, the author explores school counselors' potential roles in responding to the needs of gifted students.Professional School Counseling. 01/2006;
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ABSTRACT: The purpose of the study was to find out differences in personality characteristics between gifted and normal children and also to find out differences in personality characteristics between gifted boys and gifted girls. Three hundred and forty-five children(108 gifted children, 237 normal children), who were forth to sixth grade children, were taken the Children's NEO Personality Inventory(Big five traits and 17 facets). The results were as follos; 1. There are statistically significant differences in personality characteristics between the gifted and the normal children. The gifted children have higher tendency of openness, extraversion, conscientiousness, lower neuroticism than the normal children. There is no difference in agreeableness between the gifted and the normal children. In the subfactors(facets) of neuroticism, the gifted children have lower tendency of anxiety, hostility, depression, shyness, attention deficit than the normal children. In the subfactors of extraversion, the gifted children have higher tendency of assertiveness, gregariousness, cheerfulness than the normal children. In the subfactors of openness, the gifted children have higher tendency of fantasy, creativity, physical activity, high intellectual ability, flexibility, reactivity than the normal children. In the subfactors of agreeableness, the gifted were more warmth and altruism than the normal children. In the subfactors of conscientiousness, the gifted children have higher tendency of competence, achievement motivation, deliberation, dutifulness than the normal children. 2. There were no statistically significant differences in personality characteristics between the gifted girls and the gifted boys. In the subfactors of neuroticism the gifted boys have higher tendency of shyness than the gifted girls. In the of subfactors of extraversion, the gifted boys have lower tendency of sensation- seeking than the gifted girls. In the subfactors of openness, the gifted boys have higher tendency of intellectual ability than the gifted girls.Journal of Gifted/Talented Education. 01/2004; 14(2).