An Analysis of the Self Concept of Gifted and Non-Gifted Middle School Students Based On Reading Achievement

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Frances A. Karnes

Advisor Department

Educational Leadership and School Counseling


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.