A Comparison of Multiple Facets of Self-Concept in Gifted vs. Non-Identified Israeli Students

Autor/inn/en	Zeidner, Moshe; Shani-Zinovich, Inbal
Titel	A Comparison of Multiple Facets of Self-Concept in Gifted vs. Non-Identified Israeli Students
Quelle	In: High Ability Studies, 26 (2015) 2, S.211-226 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2015.1095076
Schlagwörter	Foreign Countries; Gifted; Self Concept; Adolescents; High School Students; Scores; Comparative Analysis; Self Concept Measures; Multivariate Analysis; Academic Ability; Academic Achievement; Interpersonal Competence; Peer Relationship; Emotional Problems; Social Isolation; Physical Characteristics; Moral Development; Israel; Tennessee Self Concept Scale + Suchen Sie Ihr Suchwort? Ausland; Begabter, Hoch Begabter; Selbstkonzept; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Multivariate Analyse; Schulleistung; Interpersonale Kompetenz; Peer-Beziehungen; Soziale Isolation; Körperliche Erscheinung; Moralische Entwicklung
Abstract	This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical self-concepts when compared with their non-identified counterparts. Overall, gifted students showed different patterns of self-concept than their peers. The data are discussed in view of theory and past research in the gifted literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01