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Self-Concept and Peer Status Among Gifted Program Youth

The authors examined the relation between self-concept and peer status among 465 high-ability youth (Grades 5–11) attending a university summer enrichment program. The differential relation of 4 facets of self-concept (social, academic, athletic, and physical appearance) was investigated in both an academic and a nonacademic peer group setting. Results indicate that (a) self-concept, particularly social self-concept, is moderately predictive of peer status; (b) there appear to be developmental and gender differences in the role that self-concept plays in peer status; and (c) most findings are consistent across both peer group settings. This study supports the theoretical link between self-concept and peer status in high-ability youth and suggests directions for further research on the role of specific facets of self-concept in children with peer status difficulties. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Psychology PsycARTICLES®

Self-Concept and Peer Status Among Gifted Program Youth

Abstract

The authors examined the relation between self-concept and peer status among 465 high-ability youth (Grades 5–11) attending a university summer enrichment program. The differential relation of 4 facets of self-concept (social, academic, athletic, and physical appearance) was investigated in both an academic and a nonacademic peer group setting. Results indicate that (a) self-concept, particularly social self-concept, is moderately predictive of peer status; (b) there appear to be developmental and gender differences in the role that self-concept plays in peer status; and (c) most findings are consistent across both peer group settings. This study supports the theoretical link between self-concept and peer status in high-ability youth and suggests directions for further research on the role of specific facets of self-concept in children with peer status difficulties.
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