[Especially gifted: especially happy, especially satisfied? On the self-concept of highly gifted and average children].

Abstract

This study investigates the relation between intelligence and self-concept. 287 fourth-grade elementary-school students (151 intellectually gifted children and 136 children of average intelligence) participating in the Marburg Giftedness Project responded to an extended version of the Piers-Harris Children's Self-Concept Scale. Results show that gifted children score higher in all facets of self-concept. However, this difference is only in the scale "intellectual and school status" statistically significant. Compared with gifted and non-gifted "achievers", gifted "underachievers" score lower in most self-concept facets. Independently of their intelligence level, children of this age group have developed a very positive self-concept.