Perceived Social Support and the Self-Concepts of Gifted Adolescents

Abstract

This study investigated the relationship between perceived social support and the multidimensional self-concepts of gifted adolescents. Participants included 217 gifted students who had completed grades 5 through 10 and were attending a summer program for the gifted. Self-concept was measured using the Self-Description Questionnaire II (SDQ-II; H. W. Marsh, 1990). Perceived sources of social support were measured using the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000). Results revealed three distinct clusters of perceived social support, but minimal differences with regard to self-concept and gender. Conclusions and implications regarding the social support of gifted adolescents and its impact on self-concept are discussed.

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