The Heterogeneity of Self-Portraits of Gifted Students in France

Autor/inn/en	Courtinat-Camps, Amélie; Massé, Line; de Léonardis, Myriam; Capdevielle-Mougnibas, Valérie
Titel	The Heterogeneity of Self-Portraits of Gifted Students in France
Quelle	In: Roeper Review, 39 (2017) 1, S.24-36 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2016.1247396
Schlagwörter	Foreign Countries; Portraiture; Gifted; Self Concept; Self Concept Measures; Content Analysis; Classification; Academic Achievement; Age; Middle School Students; Educational Background; Sex; Qualitative Research; France + Suchen Sie Ihr Suchwort? Ausland; Abbildung; Begabter, Hoch Begabter; Selbstkonzept; Inhaltsanalyse; Classification system; Klassifikation; Klassifikationssystem; Schulleistung; Alter; Lebensalter; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Vorbildung; Geschlecht; Geschlechtsverkehr; Qualitative Forschung; Frankreich
Abstract	The objective of this research is to understand the diversity of gifted students' self-representations through self-portrait analysis. Two hundred twenty-seven French gifted students (intelligence quotient = 130; 45 girls, 182 boys), aged from 9 to 15 years completed the GPS instrument ("Genèse des Perceptions de Soi" [Genesis of the Self-Concept]). The authors analyzed data with ALCESTE content analysis software (Reinert, 2003). Using a descending hierarchical classification, results suggested a distinct six-class solution, as well as differences between classes depending on degree of academic achievement, age, type of schooling, and gender. These results do not support the notion that gifted students represent a homogeneous population in regard to their self-perceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01