Digitized Honors Theses (2002-2017)

Date of Award

8-2004

Document Type

Undergraduate Thesis

Degree Name

BS

Department

Education

Faculty Mentor

Bettie Bullard, Ph.D.

Advisor(s)

Abigail Baxter, Ph.D., Rebecca Giles, Ph.D.

Abstract

Self-concept is an important factor in the life of the gifted student. Factors surrounding gifted students that may be related to self-concept include academic achievement, teachers' and peers' perceptions, social interaction, and career and personal aspirations. This study explores the self-concepts of gifted girls in grades 3, 4, and 5, as measured by the Self-Description Questionnaire-I (SDQ-I, Marsh, 1999). The study also examines two other important factors in gifted girls' lives: academic achievement and teachers' perceptions, as measured by the Teacher Perception Questionnaire (TPQ, developed by the researcher). The findings of this study indicate that significant correlations do exist between the Mathematics and General-Self subscales of the SDQ-I and the same subscales on the TPQ, when all grades were combined. These results suggest that teachers of gifted girls perceive the student the same way that the student perceives herself in Mathematics and General-Self. When divided by grade level, several significant correlations were found as well. The findings also revealed that significant correlations exist between student self-concept and academic achievement in Reading and Math, when all grades were combined. When grades were divided, no significant correlations were found between self-concept and academic achievement.

Comments

© 2004 Nicole Hughes ALL RIGHTS RESERVED

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