Academic Self-Concept of Gifted Students: When the Big Fish Becomes Small

Alex Seeshing Yeung, Alan Ping Yan Chow, Phoebe Ching Wa Chow, Fai Luk and Edwin King Por Wong

Gifted and Talented International, 2004, vol. 19, issue 2, 91-97

Abstract: Students’ self-concept is developed primarily on the basis of a sense of belonging to the group (an assimilation effect) and a comparison of competency with other students (a big-fish-little-pond effect). A total of 840 fourth and fifth graders were divided into five groups: (1) 29 gifted students instructed together in a gifted program, (2) 29 gifted students and (3) 31 non-gifted students instructed together in a gifted program, (4) 30 non-gifted students instructed together, and (5) 721 all other students. The self-concept scores for Group 1 were higher than for Groups 3, 4, and 5, but Group 2 did not score significantly higher than Group 3. The results suggest that gifted students are not homogeneous in respect to academic self-concept. Thus caution in grouping arrangements should be exercised.

Date: 2004
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DOI: 10.1080/15332276.2004.11673042

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