Grade and gender differences in gifted students' self-concepts

Kathleen Moritz Rudasill, Maria Read Capper, Regan Clark Foust, Carolyn M. Callahan, Susan B. Albaugh

Research output: Contribution to journalArticlepeer-review

15 Scopus citations


Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different ages (Chan, 2001) and genders (Hoge & McShreffrey, 1991; Li, 1988), with declining self concept among females overtime. The purpose of this study was to examine the extent to which self concept differed among gifted students across grade and gender. Two hundred and sixty older adolescents (grades 8 to 11, n=159 girls) completed the Self-Perception Profile for Adolescents (Harter, 1988) and 300 younger adolescents (grades 5 to 7, n=171 girls) completed the Self Perception Profile for Children (Harter, 1985). Results indicate that gifted students' scores in several self-concept domains were lower for older adolescents and girls, but remained relatively high across grade and gender for scholastic self-concept.

Original languageEnglish (US)
Pages (from-to)340-367
Number of pages28
JournalJournal for the Education of the Gifted
Issue number3
StatePublished - 2009
Externally publishedYes

ASJC Scopus subject areas

  • Education


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