Non-Academic Self-Concept of Gifted Pupils

The self-concept is of the most common areas of research in the field of gifted pupils in last thirty years. Self-concept is an important factor that largely influences the position of gifted pupil in a group. Because of that, we can conclude that social self-concept is an essential part of general self-concept. The self-concept model created by Marsh and Shavelson in 1985 has hierarchic structure. The highest level of the self-concept is known as the general self-concept. Its divided into academic self-concept and non-academic self-concept. The academic self-concept consists of mathematics self-concept, verbal self-concept and school self-concept. The non-academic self-concept is composed of emotional, social and physical components. The Self-Description Questionnaire - short form (SDQ-II-S) was the research tool used to measure pupil's self-concept. The research sample consisted of 207 gifted pupils at secondary school. We have examined the relation between GPA (Grade Point Average) and non-academic self-concept. In our research, we did not find any degree of correlation in all three areas of self-concept. This means that with an increase in non-academic self-concept, their grades do not improve.