Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 375-409). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 148-171). Available also in a digital version from Dissertation Abstracts.

This study investigated levels of general, academic, and social self-concept in junior high school children. The effects of Gender, IQ and achievement level, as well as type of program were also considered in relation to self-concept. / Subjects were 85 students in grades 7 and 8 attending a large comprehensive high school, 40 of whom participated in a specialized Talented and Gifted (TAG) program. The remaining 45 were drawn from the regular school population and constituted a comparison group. Measurements included the Piers-Harris Childrens' Self-Concept scale and the Otis-Lennon Mental Ability Test. / Results indicated no significant differences between groups on measures of general or social self-concept. On measures of academic self-concept, TAG students scored significantly higher than students from the regular program. With regard to gender effects, no significant differences emerged between males and females on measures of self-concept. Finally, no significant differences were determined on measures of self-concept between TAG participants scoring higher on measures of IQ and achievement and those scoring lower. Educational implications and suggestions for future research are discussed.

The purpose of this research study was to identify which dimensions of self-concept were predictive of depression and anxiety in gifted adolescents in a residential academic setting. Additionally, this study compared mean scores of the Minnesota Multiphasic Personality Inventory-Adolescents (MMPI-A; Butcher, et, al, 1992) to normative data. A total of 278 high school juniors and seniors from the Indiana Academy completed both the Self Description Questionnaire III (Marsh, 1984) and the MMPI-A. After screening data on the basis of MMPI-A validity scales, the final sample of 222 students consisted of 128 females and 94 males.Simultaneous multiple regression analyses were conducted to identify which dimensions of self-concept were related to depression and anxiety. Frequency data was generated to compare the MMPI-A profiles to normative scores.Three dimensions of self-concept; Same-Sex, Emotional Stability, and General Self-Esteem were found to predict depression. Five dimensions of self-concept; Verbal, Problem-Solving Ability, Same-Sex, Emotional Stability, and General Self-Esteem were found to predict anxiety. Frequency data showed 10% of the sample fell in the clinically elevated range on the MMPI-A Depression scale and only 6% of the sample fell in the clinically elevated range on the MMPI-A Anxiety scale.Future research on protective factors in gifted youth should utilize a more heterogeneous sample. In addition, future research should be longitudinal in order to identify causality in the relationship. Implications for counseling psychologists include providing social skills training to enhance social self-concept. Additional implications include providing programming to increase opportunities to practice social skills. / Department of Counseling Psychology and Guidance Services

This study investigated the self-perceptions of low and high achieving adolescent students in a rural community of Jamaica, W.I. The effects of achievement level and sex were considered. / The participants were 95 low achieving students and 100 high achieving students who were rigidly tracked into two separate schools. The survey instrument, "How I See Myself and Feel About Myself" was specially designed for this study. Student responses were compared to the subscales from Harter's Self-Perception Profile for Adolescents (1988). / The results revealed twelve self-perception categories, four of which were unique to the Jamaican adolescents. High achievers referred more frequently to academic competence, romantic appeal, and close friendship. Low achievers referred more frequently to behavioral conduct. Overall, male students referred more frequently to scholastic competence, athletic competence and behavioral conduct. Female students referred more frequently to social acceptance, romantic appeal, close friendship and family relations.

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1991. / Typescript (Photocopy). Includes bibliographical references (leaves 91-99).

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 178-186).

Thesis (M.A. in Conflict Transformation)--School for International Training, 2007. / Advisor - Paula Green. Includes bibliographical references (leaves 29-31).

Thesis (Ph. D.)--Illinois State University, 1984. / Title from title page screen, viewed June 3, 2005. Dissertation Committee: Mary Ann Lynn, Ronald Halinksi (co-chairs), Donald Kachur, Ronald Laymon, Sally Pancrazio. Includes bibliographical references (leaves 123-129) and abstract. Also available in print.

Thesis (M.A.)--Kutztown University of Pennsylvania, 1994. / Source: Masters Abstracts International, Volume: 45-06, page: 3303. Typescript. Includes bibliographical references (leaves 49-55).