General and academic self-concepts of gifted secondary school students

Abstract

The theoretical bases of self-concept as a multi-dimensional structure in the context of gifted children studies were analyzed. Interrelations of general and academic self-concepts with the variables of intelligence, creativity, motivation and academic achievement in secondary school students (N = 480) with various levels of giftedness were studied. Data on similarity and distinction of interrelations of academic and general self-concepts with cognitive and personality characteristics were obtained. It was found that intelligence influenced on only academic self-concept while age influenced on both kinds of self-concept. Boys demonstrated higher general self-concept than girls but gender differences in academic self-concept were not observed. On the whole, the empiric findings revealed relative independence of these kinds of self-concept and confirmed the need of their separate analysis in gifted students.