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://library.wcu.edu/
- 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.
Differences in academic, affect, competence, and social self-concepts in homogeneously and heterogeneously grouped gifted students
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Created on 3/1/2010
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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