A Study of Self-Actualization and Self-Concept in Intellectually Gifted Students
Curriculum, Instruction, and Special Education
The self-actualization and self-concept of 368 intellectually gifted students in grades 4 through 12 from a rural school district in a southern state were investigated using the Reflections of Self by Youth (ROSY; Schatz & Buckmaster, 1981), the Maslowian Scale (Falk, Bard, Duffy, Grieco, & Markus, 1988), and the Piers-Harris Children's Self-Concept Scale (Piers & Harris, 1969). School level and gender had significant effects on the ROSY. The mean for students at the high school level was higher than at either the elementary or junior high school level. The mean for girls was higher than for boys. A significant interaction between school level and gender was observed only on the Psychological subscale of the Maslowian Scale. The ROSY and Self-actualization subscale and Total score of the Maslowian Scale were significantly related to the Piers-Harris. The ROSY and the Maslowian Scale were found to share a significant relationship (r = .51).
Psychology in the Schools
Lewis, J. D.,
Karnes, F. A.,
Knight, H. V.
(1995). A Study of Self-Actualization and Self-Concept in Intellectually Gifted Students. Psychology in the Schools, 32(1), 52-61.
Available at: https://aquila.usm.edu/fac_pubs/5801