GENERAL, SOCIAL, AND ACADEMIC SELF-CONCEPTS OF GIFTED ADOLESCENTS

Seven hundred seventy-two male and female adolescents (between the ages of 12 and 15) participated in a study concerning the identification and socioemotional situation of various subgroups of gifted students (N = 94). In this article only the results concerning general, social, and academic self-concepts of gifted adolescents are reported. A distinction is made between four groups: two groups of gifted achievers (one with high (N = 22) and another with below average creativitY questionnaire scores (N = 45)), a group of gifted underachievers (N = 27), and a control group (N = 74). The multiple and hierarchical model of self-concept by Shavelson et al. serves as a framework for our approach. The most striking differences are found between gifted achievers and gifted underachievers. The latter demonstrate very low academic self-concept and high test anxiety scores, an external locus of control, and low scores on school well-being and motivation. A positive self-concept in all areas seems to be the driving force for achievements, which are in accordance with high potential intellectual aptitudes. Similar results were reported by Feldhusen.