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ERIC Number: ED210894
Record Type: RIE
Publication Date: 1981
Pages: 21
Abstractor: N/A
Reference Count: 0
Self Concept as It Is Related to Degrees of Environmental Support, Environmental Availability, Giftedness, and Delinquency Proneness.
King, Margot Lagesen
The study investigated self concept, environmental support, environmental availability, and delinquency proneness in 95 gifted sixth grade rural students. Ss were given an Environmental Support/Environmental Availability questionnaire in which environmental support was a measure of perceived parental support divided by the number of activities perceived available, and environmental availability was the number of desired possible activities divided by the total number of both possible and impossible activities. Also given were the Coopersmith Self Concept Inventory and questions to identify delinquency proneness. A high relationship was found between perceived parental support, high self concept, and high giftedness in the female Ss, whereas male gifted Ss tended to have high perceived parental support but low self concept. Highly gifted females perceived a greater amount of environmental availability, while males who perceived high environmental availability were perceived as low gifted, low self concept, and low environmental support. Males and females perceived as leaders by teachers tended to have low self concepts. The Ss perceived as scientific by teachers were low in self concept while the Ss perceived as scientific by peers were high in self concept. Peers tended to perceive giftedness in Ss with high self concept while teachers tended to perceive giftedness in low self concept Ss. The gifted delinquency prone Ss were perceived as leaders, had low self concepts, low perceived environmental support, and high environmental availability. (Author/DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Wisconsin Univ., Platteville.; American Association for Gifted Children, New York, NY.
Authoring Institution: Wisconsin Univ., Platteville.
Note: Paper presented at the World Council for Gifted Children (Montreal, Canada, 1981).