The self-concepts of gifted and nongifted students: A meta-analysis

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dc.contributor.authorLitster, Kristin M.
dc.contributor.supervisorRoberts, Jillian
dc.date.accessioned2007-12-11T00:39:15Z
dc.date.available2007-12-11T00:39:15Z
dc.date.copyright2007en_US
dc.date.issued2007-12-11T00:39:15Z
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThe current meta-analysis compares the self-concepts and perceived competencies of gifted and nongifted students. Gifted and nongifted students’ beliefs about themselves differ across six domains. Using meta-analytic methods to synthesize the results of 37 studies, this meta-analysis shows that gifted students score significantly higher than nongifted students on measures of perceived academic and behavioral competence. Gifted students score significantly lower than nongifted students in perceived athletic competence. The small degree of difference between groups in the appearance, global, and social domains suggest that gifted students are not at significant advantage or disadvantage in these areas. Moderator variables such as grade level and measure account for systematic differences between gifted and nongifted students’ academic and behavioral perceptions of competence. The current study concludes with recommendations and guidelines for future self-concept and perceived competence research.en_US
dc.identifier.urihttp://hdl.handle.net/1828/266
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectSelf-Concepten_US
dc.subjectPerceived Competenceen_US
dc.subjectGifteden_US
dc.subjectMeta-Analysisen_US
dc.subjectEducationen_US
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Education::Educational psychologyen_US
dc.titleThe self-concepts of gifted and nongifted students: A meta-analysisen_US
dc.typeThesisen_US

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