CHANGES IN SELF-CONCEPT OF ACADEMICALLY GIFTED STUDENTS FOLLOWING A SELF-CONTAINED PROGRAM EXPERIENCE (COUNSELING)

The purpose of this study was to investigate changes in self-concept of gifted males and females, ages 7 through 13 years, as a result of participation in two different self-contained programs for the gifted. This study examined the influence of program type, sex, and age on the self-concept of gifted and talented students enrolled in self-contained academic programs. The sample consisted of 107 gifted children from Washington, D.C., metropolitan school systems. They were identified through various standardized intelligence tests and other measures. Some of the private school nominees were not given standardized intelligence tests, but were nominated for program participation by their teachers' personal evaluation as being academically "exceptional." Self-concept change was measured by the Piers-Harris Children's Self-Concept Scale (Piers, 1969). Data obtained from each subject were compiled in a computerized data base and analyzed with the use of the Statistical Package for the Social Sciences (SPSS). The raw data were subjected to a 2 x 2 x 2 analysis of variance procedure utilizing a fixed-effects model. This analysis yields F ratios needed to test the seven hypotheses specified. Level of significance was set at .05. The data revealed that female students in both self-contained programs gained an average of 3.49 points on their Piers-Harris gain score. A significant main effect due to sex was found. Females consistently outgained their male counterparts in self-concept gain scores for both programs. When differences between group means of self-concept scores were examined, it was found that females, regardless of program age, obtained significantly greater gains in self-concept scores than did their gifted male peers. No significant differences (at .05) in self-concept were found to exist as a result of program type and age. No significant interactions among program, sex, and age were found. Further, a general trend was observed in the direction of increasing self-concept scored for all groups of gifted students who participated in this study. The implications of these results are discussed with respect to roles of special teachers of gifted, counselors, administrators, parents, and gifted peers.