Self-Concept and Intelligence of Talented Students In the Visual and Performing Arts

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 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 seventy-two students in grades nine through 12 were assessed for intelligence using the Ravens Standard Progressive Matrices (SPM) (Raven, Raven, & Court, 2000), multi-faceted self-concept 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 90 th 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 self-concept in visual art skill positively predicted high intelligence. Significant differences were found among the self-concept scores in the various artistic domains.