An analysis of the self concept of gifted and non-gifted middle school students based on reading achievement

Amy Elizabeth Bisland

Abstract

This study was conducted to investigate the relationship between self-concept and intellectual giftedness in conjunction with student gender, grade level, and reading achievement. One hundred thirty-five students in grades seven and eight in a school district in the south were administered the Piers-Harris Children's Self-Concept Scale, 2 nd Edition (Piers, Harris, & Herzberg, 2002). Additionally their reading scores from the Mississippi Curriculum Test were used. Data were analyzed using a combination of univariate and multivariate analyses of variance. Significant relationships were found between gender and scores on both the anxiety and physical appearances self-concept subscales and between gifted identification status and intellectual and school status subscale scores. Summary of findings and recommendations for future research are included.