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ERIC Number: ED546677
Record Type: Non-Journal
Publication Date: 2012
Pages: 244
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-9638-6
An Examination of the Relationship between Gifted Students' Self-Image, Gifted Program Model, Years in the Program, and Academic Achievement
Creasy, Lydia A.
ProQuest LLC, Ph.D. Dissertation, Keiser University
This study examined the correlations between gifted students' self-image, academic achievement, and number of years enrolled in the gifted programming. In addition, the study examined the relationships between gifted students' educational placement, race, and gender with self-image. Study participants were gifted students in third through eighth grades who attended a suburban public school in Pennsylvania and had been identified as gifted by the school district according to Pennsylvania state requirements. Participants' self-images were measured using the Piers-Harris 2 Children's Self-Concept Scale, while academic achievement was measured through students' grade point averages. Data analysis utilized the Spearman's rho correlations to identify potential correlations between self-image, academic achievement, and years in the gifted program. With a sample size of 40, this study had 95% power to detect a correlation of 0.50 or more. Findings showed that there were not statistically significant correlations between gifted students' self-image, academic achievement, and number of years enrolled in the gifted programming. The Fisher's exact test was used to identify relationships between self-image, gender, school placement, and race, although findings showed that there were not statistically significant relationships between these variables. Results showed statistically significant correlations between the components of self-image, with popularity correlating to all other components of self-image, indicating that educators should attend to gifted students' social belonging needs in order to improve their self-images. In addition, the failure to identify a correlation between years in the gifted program and self-image indicated that gifted students could benefit from inclusion in a gifted program, regardless of their educational placement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Piers Harris Childrens Self Concept Scale