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Academic Self-Concept of Gifted Students: When the Big Fish Becomes Small

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  • Alex Seeshing Yeung
  • Alan Ping Yan Chow
  • Phoebe Ching Wa Chow
  • Fai Luk
  • Edwin King Por Wong

Abstract

Students’ self-concept is developed primarily on the basis of a sense of belonging to the group (an assimilation effect) and a comparison of competency with other students (a big-fish-little-pond effect). A total of 840 fourth and fifth graders were divided into five groups: (1) 29 gifted students instructed together in a gifted program, (2) 29 gifted students and (3) 31 non-gifted students instructed together in a gifted program, (4) 30 non-gifted students instructed together, and (5) 721 all other students. The self-concept scores for Group 1 were higher than for Groups 3, 4, and 5, but Group 2 did not score significantly higher than Group 3. The results suggest that gifted students are not homogeneous in respect to academic self-concept. Thus caution in grouping arrangements should be exercised.

Suggested Citation

  • Alex Seeshing Yeung & Alan Ping Yan Chow & Phoebe Ching Wa Chow & Fai Luk & Edwin King Por Wong, 2004. "Academic Self-Concept of Gifted Students: When the Big Fish Becomes Small," Gifted and Talented International, Taylor & Francis Journals, vol. 19(2), pages 91-97, September.
    • Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:91-97
    DOI: 10.1080/15332276.2004.11673042
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