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A study of self‐actualization and self‐concept in intellectually gifted students
Author(s) -
Lewis Joan D.,
Karnes Frances A.,
Knight Harold V.
Publication year - 1995
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199501)32:1<52::aid-pits2310320109>3.0.co;2-p
Subject(s) - psychology , self actualization , scale (ratio) , developmental psychology , self concept , gifted education , grade level , mathematics education , social psychology , physics , quantum mechanics
Abstract 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).