A study of the effects of a congregated program on the self concepts of gifted adolescents.

A study of the effects of a congregated program on the self concepts of gifted adolescents.

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Title: A study of the effects of a congregated program on the self concepts of gifted adolescents.
Author: Wright, Paul.
Abstract: In an effort to more fully understand the gifted adolescents' self concept and any changes that occur due to the transition to a congregated classroom setting, this study employed a combination of a quantitative instrument, the Harter Self Perception Profile for Adolescents (SPPA), used over time, and a qualitative interview technique. The sample was composed of 25 gifted adolescent students from a grade nine congregated program offered by College catholique Samuel Genest. The students showed significant changes in their Harter SPPA subscales over time. The self image of the students increased significantly in their SPPA subscales of romantic appeal and close friendship. There was also an interaction of time by gender on behavioral conduct with an increase for females, but a significantly larger decrease for males in the posttest. Significant changes in importance ratings also occurred over time. There were significant interactions of time by gender on scholastic competence, behavioral conduct, and close friendship. When comparing subscale scores and importance ratings, a drop in discrepancy scores from the pre to posttest was consistent for both genders. These findings suggest that various domains of the students' self concept were affected differently during the program. The interview and its assessment of the social, psychological, and coping selves highlighted the role the social environment played in the gifted adolescent's developing self concept. Gifted students enjoyed being with their gifted peers, establishing new social skills and opportunities while meeting their academic needs. They were, however, conscious of being labelled and didn't like to be singled out or treated differently. A fact reinforced by the correlation analysis which revealed that scholastic competence was strongly related to behavioral conduct and global self worth, but remained poorly related to social acceptance. (Abstract shortened by UMI.)
Date: 1996
URI: http://hdl.handle.net/10393/10160

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