Self-Concepts of Gifted Students as Measured by the Piers-Harris Children's Self-Concept Scale

Frances A. Karnes · Jeffrey N. Wherry

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Education, Achievement, and Giftedness Personality Traits and Psychology Psychological Testing and Assessment

Abstract

Self-concepts of gifted children were studied using the Piers-Harris Children's Self-concept Scale. No significant differences were found among grades, between sexes, or between students enrolled in such programs. A significant difference was found between the gifted students and the standardization population, suggesting higher self-esteem for the gifted.

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1994The Multidimensional Self-Concept: A Comparison of Gifted and Average-Ability Adolescents 2016The role of motivation and self-esteem in the academic achievement of Turkish gifted students*1988The Perceived Competence of Intellectually Talented Students 1987Self-Concept in Gifted Children: Differential Impact in Boys and Girls 1995Effects of Enrichment on Gifted/Learning-Disabled Students 1990Effects of Academic Achievement and Gender on Academic and Social Self‐Concept: A Replication Study 1986But what about smart girls? Adolescent self-esteem and sex role perceptions as a function of academic achievement.

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