Academic Self-Concept

Age

Global self-concept develops with age. The self-versus-other distinction emerges after birth and begins to consolidate between ages 3 and 8. Between the ages of 8 and 12, children are aware of self-permanence, that their personality is a combination of unique factors, and that they are different from other people. Beginning in adolescence and through early adulthood (ages 12 to 24), men and women are able to engage in abstract thinking for heightened understanding of themselves and others. Adolescents and young adults have the ability to label personal qualities and to distinguish intra- and interpersonal similarities and differences clearly. Although a clearer understanding of self increases with age, research shows mixed results regarding the evolution of gifted adolescents' global self-concept over time. Some studies report no age differences in talented middle- and high school students' general self-concept scores; however, other studies report significant differences among gifted individuals' self-concept scores based on grade level. For example, total self-concept scores among gifted girls were reported to decrease significantly from Grades 3 to 5 to 8.

Gender Differences

The relationship of gender to self-concept is inconsistent. Though gifted men generally report higher global self-concept scores than do gifted women, studies conducted on children in Grades 5 to 12 have found no differences in academic self-concept scores based on gender. However, other research reports gender differences among gifted males' and females' academic self-concept scores. One study found that even when there were no differences in academic performance among gifted eighth graders, the males viewed themselves as more capable than did the females. Gender differences can be found among specific aspects of academic and nonacademic aspects of self-concept. For example, gifted females generally report higher verbal self-concept scores and lower math self-concept scores than do gifted males. Although talented males usually report higher physical self-concept scores than do talented females, gifted females have higher scores on perceived honesty and peer relations than do gifted males. One possible explanation for gifted males' and females' differing self-concepts is their personality types as indicated by the Myers-Briggs Type Indicator (MBTI). Gifted males reported a tendency toward introversion (I), and gifted females' psychological type was extraverted (E).

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