SELF-CONCEPT OF HIGH SCHOOL STUDENTS WITH VARIOUS LEVELS OF MATHEMATICAL GIFTEDNESS

• Authors: Rovan D. , Vlahovic-Stetic V.
• Languages of publication: EN

Abstracts

EN

The aim of this study was to explore the effect of level of mathematical giftedness and gender on students' self-concept (represented by personal competence perceptions, fear of negative evaluation and self-esteem), while taking into account their general school achievement. Participants in the study were high school students forming three groups: highly gifted (N = 62), moderately gifted (N = 99) and non-gifted students (N = 77). Mathematically gifted students did not differ from their non-gifted peers in their personal competence, fear of negative evaluation and their self-esteem evaluations. The effect of gender was significant only for the fear of negative evaluation, indicating that female students show more intense fear than their male peers. For the measure of self-esteem significant interaction between gender and mathematical giftedness level was found. For male students the highest self-esteem estimates were in the highly gifted students group and the lowest in the moderately gifted students group. Among the girls, moderately gifted girls had the highest self-esteem followed by highly gifted girls and then, with the lowest self-esteem, by non-gifted.

Keywords

EN

MATHEMATICAL GIFTEDNESS & GENDER; SELF-CONCEPT

Discipline

• PSYCHOLOGY: PSYCHOLOGY

• Publisher: Institute of Experimental Psychology, Slovak Academy of Sciences
• Journal: Studia Psychologica
• Year: 2008
• Volume: 50
• Issue: 2
• Pages: 169-178
• Document type: ARTICLE

Contributors

author

Rovan D.

author

Vlahovic-Stetic V.

• D. Rovan, Department of Psychology, Faculty of Philosophy, University of Zagreb, Ivana Lucica 3, HR-10000 Zagreb, Croatia

Identifiers

CEJSH db identifier

08SKAAAA04739030