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Self-Concept in Gifted Children: Differential Impact in Boys and Girls
dc.contributor.authorLoeb, Roger C.en_US
dc.contributor.authorJay, Ginaen_US
dc.date.accessioned2010-04-13T18:49:34Z
dc.date.available2010-04-13T18:49:34Z
dc.date.issued1987en_US
dc.identifier.citationLoeb, Roger; Jay, Gina (1987). "Self-Concept in Gifted Children: Differential Impact in Boys and Girls." Gifted Child Quarterly 31(1): 9-14. <http://hdl.handle.net/2027.42/66764>en_US
dc.identifier.issn0016-9862en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/66764
dc.description.abstractGifted 9-12-year-old children were compared with non-gifted children on three paper and pencil measures of self-concept. Additional personality and behavioral information on each child was provided by his/her mother and teacher. Giftedness seemed to be an advantage for girls but not for boys. Gifted girls described themselves as having a more positive self-concept and a more internal locus of control than did non-gifted girls. No such differences were found with boys. In fact, gifted boys gave some evidence of lower self-satisfaction, particularly in areas of physical strength and aggressiveness, when compared to non-gifted boys. Mothers and teachers similarly reported fewer problem areas for gifted girls but no such differences between gifted and non-gifted boys. The findings are discussed in the context of cultural sex-role expectations.en_US
dc.format.extent3108 bytes
dc.format.extent519330 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSage Publicationsen_US
dc.titleSelf-Concept in Gifted Children: Differential Impact in Boys and Girlsen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michigan/Dearbornen_US
dc.contributor.affiliationotherPennsylvania State Universityen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/66764/2/10.1177_001698628703100102.pdf
dc.identifier.doi10.1177/001698628703100102en_US
dc.identifier.sourceGifted Child Quarterlyen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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