The relationship between consistent/inconsistent identification data of gifted children and their self-concept

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Linda Mellette Weiss (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Donald W. Russell

Abstract: The purpose of this study was to investigate the self-concept of two groups of gifted fourth, fifth, and sixth grade public school students. The relationship between the child's self-concept and the child's perception of the teacher rating was also studied, as was the child's perception of the teacher rating compared to the actual scores from the Teacher Rating Form. It was hypothesized that there would be no significant difference between the self-concept scores, as measured by the Piers-Harris Children's Self-Concept Scale (PHCSCS), of gifted students with consistent identification data and gifted students with inconsistent identification data. It was also hypothesized that there would be no significant relationship between the self-concept scores of gifted students and the partial scoring of the "My Thoughts on School" scale which was developed by the present researcher to measure the child's perception of the teacher rating. And finally it was hypothesized that there would be no significant relationship between the scores of gifted students on the Teacher Rating Form and the partial scoring of the "My Thoughts on School" scale.

Additional Information

Publication
Dissertation
Language: English
Date: 1979
Subjects
Gifted children $v Identification
Gifted children $z North Carolina $x Psychology
Self-perception in children $z North Carolina

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