Self-concept and sex-role orientation in gifted high school students.

Gifted Child Quarterly (Impact Factor: 0.75). 01/1996; DOI: 10.1177/001698629604000103

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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    01/2011; Nova. Publication.
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    ABSTRACT: There is an ongoing debate of how giftedness affects social-emotional adjustment. Self-esteem may be an indicator of social-emotional adjustment but insufficient in its explanatory capacity, especially high self-esteem which tends to produce opposite responses in regards to adjustment. A distinction between defensive and genuine high self-esteem could account for these results. In order to understand how self-esteem operates on social-emotional adjustment, it should be associated with other measurements relating to self-concern. In the Rorschach comprehensive system (CS), egocentricity index measures self-centeredness, which can be defined as the balance between self-concern and concern for others. High self-concern is associated with a neglect of the others. Operationalized here, as the interaction of high self-esteem and excessive self-concern, defensive high self-esteem should predict maladaptive outcomes. Participants were aged from 9 to 15 years old, with an IQ greater or equal to 130 on the WISC-III. They were attending regular classes and were not in counseling or psychotherapy. Children and adolescents were administrated the Rorschach CS and the Coopersmith self-esteem inventory. Parents completed the child behaviour checklist (CBCL) which assesses general psychopathology. Seventy-eight subjects' data satisfy the conditions of validity of the instruments used. Gifted boys present more behavior and emotional problems than gifted girls in this study. Self-esteem predicts social-emotional adjustment. There is an interaction between self-esteem and self-concern on psychopathology only for high values of self-esteem. Gifted with high self-esteem associated with high self-concern are more vulnerable to maladjustment than high self-esteem associated with low self-concern. Gifted children and adolescents with low self-esteem experience more problems anyhow. These findings reinforce the view that the gifted are a diverse group in terms of social-emotional adjustment and self-esteem. Self-esteem operates as a valuable resource for the social-emotional adjustment of gifted children and adolescents but only under some conditions. Low self-esteem gifted seem to be at more risk of maladjustment, but that does not mean any causal relationship. Gifted children and adolescents with high self-esteem can be considered as a heterogeneous category. High self-esteem associated to excessive self-concern has less beneficial effects on adjustment than high self-esteem associated to low self-concern.
    L Encéphale 10/2009; 35(5):417-22.
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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.
    01/2006; 10(1). DOI:10.5330/prsc.10.1.b76h32717q632tqn