Department of Psychology
This research addresses issues of self-concept, social status, and relative age as they relate to moderately (n=146) and highly (n=161) gifted students. Previous research regarding self-concept and giftedness yielded mixed results. The majority of social status research had not been conducted with gifted students, and relative age issues have been addressed only with young children. Therefore, the present research was conducted to carry the previous studies further. Only one self-concept scale, the Behavior scale, showed a significant difference between highly and moderately gifted students with highly gifted students outscoring moderately gifted students. No significant differences between moderately and highly gifted students were found in the proportion of students in the three social status categories of popular, rejected, and neglected. There was not a significant relationship between IQ scores and social status. However, those participants who were in the rejected group tended to be brighter, and those participants in the neglected group tended to be less bright, than the popular group. The participants in the rejected group were also significantly younger than those participants in the popular and neglected groups.
Personality and Social Contexts | Psychology
Mayfield, Deeayne, "A Study of Highly and Moderately Gifted Students in Mixed-Age Settings and the Effect on Social Status and Self-Concept" (1998). Masters Theses & Specialist Projects. Paper 269.