ERIC Number: ED291201
Record Type: RIE
Publication Date: 1987-Apr-21
Reference Count: N/A
Change in Self-Concept and Attributional Patterns of Gifted Adolescents as a Result of Consensual Validation.
Brounstein, Paul; Holahan, William
The study attempted to chart the differences in self-concept between academically gifted and non-gifted competent seventh-graders, and also to investigate the attributional patterns associated with self-concept across four domains of activity--social and academic achievement oriented success and failure. The study attempted to measure changes in both self-concept and attributional patterns manifested after an intervention in which students experienced a type of consensual validation process as a by-product of participating in an academically rigorous summer residential program. A nonequivalent control group design involving pre-, immediate-, and remote-post measures was employed. The premeasure showed differences between gifted and competent students where competent students had significantly greater self-concepts in the areas of social and physical activities while gifted students' academic self-concept was greater, and gifted students were less likely than competent students to take credit or see as pervasive the causes for social success. Measures after the summer program showed that gifted attendees decreased the extent to which they internalized the blame for or perceived as pervasive the causes for social failure, providing tentative support for the hypothesis that short-term consensual validation would moderate observed group differences. (Author/JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Educational Research Association (Washington, DC, April 20-24, 1987).