EXPLORING THE LINK BETWEEN GIFTEDNESS AND SELF-CONCEPT

We explored three broad issues in the article. First, do gifted and no ngifted children differ in their self-concepts? Second, what are the e ffects on the self-concept of labeling the child as gifted? Third, are there any effects on self-concept of placing a child in special progr ams for the gifted? The review begins with a discussion of theoretical and methodological issues associated with the self-concept and gifted ness constructs. This is followed by a meta-analysis of studies bearin g on the three issues. Two types of studies are reviewed: (a) cases. w here gifted and average students are compared in terms of the self-con cept and (b) studies in which gifted children are exposed to different ial programming and the effects on self-concept explored. The studies indicated generally higher academic self-concepts for gifted students, but otherwise the results of the investigations were highly variable. The article concludes with a discussion of research and practical imp lications.