Gender Differences in Gifted Adolescents' Math/Verbal Self-Concepts and Math/Verbal Achievement: Implications for the STEM Fields

The current study investigated the gender differences of gifted adolescents' math/verbal self-concept and math/verbal ability by examining the Internal/External Frame of Reference Model (I/E model; Marsh, 1986). The sample consisted of 181 gifted adolescents, ranging in age from 12 to 16 years old. Gifted adolescents' math/verbal ability was measured using their SAT/ACT scores, and math/verbal self-concepts were measured by the Mathematics and Verbal subscales of the Self Description Questionnaire II (SDQ II; Marsh, 1990). Using path analysis, results partially support the I/E model, although no gender differences with regard to the I/E model were found. Implications with regard to the STEM fields are discussed.