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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.56766 |
| Date | January 1992 |
| Creators | Munsie, Steven D. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001312746, proquestno: AAIMM80488, Theses scanned by UMI/ProQuest. |
Page generated in 0.0133 seconds