Date of Award

Spring 5-2007

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

Committee Chair

Dr. Frances Karnes

Committee Chair Department

Curriculum, Instruction, and Special Education

Committee Member 2

Dr. Hollie Filce

Committee Member 2 Department

Curriculum, Instruction, and Special Education

Committee Member 3

Dr. Susan Fitzsimmons

Committee Member 4

Dr. James T. Johnson

Abstract

This study was conducted to investigate self-concept and intelligence among artistically talented high school students attending an arts conservatory instructional center for the visual and performing arts. Further, the unique relationships between artistic talent, intelligence, and self-concept were explored. Two hundred and seventytwo students in grades nine through 12 were assessed for intelligence using the Ravens Standard Progressive Matrices (SPM) (Raven, Raven, & Court, 2000), multi-faceted selfconcept using the Self Description Questionnaire II (Marsh (1990), and self-concept in the arts using the Arts Self Perception Inventory (Vispoel, 1993). The young creative writers, dancers, media artists, musicians, theater artists, and visual artists all scored higher than average on all of the self-concept scales. Approximately 18% scored at the 90th percentile or above on the Ravens SPM. Both positive and negative relationships were found between self-concept and intelligence. Although results indicated that artistic domain did not make a significant difference in intelligence score, those who scored the highest on self-concept in visual art were the visual artists and the media artists, and selfconcept in visual art skill positively predicted high intelligence. Significant differences were found among the self-concept scores in the various artistic domains.

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