Differences in academic, affect, competence, and social self-concepts in homogeneously and heterogeneously grouped gifted students

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Christopher Jeffrey Hamm (Creator)
Institution
Western Carolina University (WCU )
Web Site: http://www.wcu.edu/404.asp
Advisor
Candace Boan-Lenzo

Abstract: The purpose of this study was to compare domains of self-concept in gifted high school students based on their academic setting (homogenous grouping or heterogeneous grouping). Specifically, the domains of academic, competence, and social self-concept were compared between the two groups. Gifted students collapsed across academic setting were compared to the non-gifted normative sample on affect self-concept. Participants included 43 gifted students (28 students of which were grouped homogeneously, 15 heterogeneously). The Multidimensional Self Concept Scale (MSCS, Bracken, 1992) was group administered to students who volunteered to participate in the study. Participants completed a demographics form designed to gather information to describe each group. A One-Way Multivariate Analysis of Variance (MANOVA) was conducted to compare the differences in academic, competence, and social self-concepts based on academic grouping. It was hypothesized that the homogeneously grouped students would score higher on the domains of social and competence self-concepts compared to the heterogeneously grouped students. Heterogeneously grouped students were expected to score higher on academic self-concept than the homogeneously grouped students. It was hypothesized that there would be no difference between the scores of the sampled gifted students (collapsed across groups) and the normative sample on the affect self-concept domain, which was tested via T-test. Analysis showed that there was no significance difference between the groups in academic, competence, and social selfconcepts. In addition, the gifted students sampled showed significantly higher affect selfconcept scores than the normative sample. Limitations and suggestions for future research are discussed.

Additional Information

Publication
Thesis
Language: English
Date: 2010
Keywords
Gifted, Self-Concept
Subjects
Self-perception in adolescence
Gifted teenagers -- Education
Gifted teenagers -- Psychology
Magnet schools