This article contributes to the study of the gender gap for women in STEM, by exploring the socio-emotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris…

Despite significant evidence indicating its effectiveness in meeting the needs of academically gifted students, academic acceleration is not a popular provision in New Zealand schools. The literature suggests that parents and educators fear that removing students from their same-aged peers will damage their social-emotional development, although…

This study examined the correlations between gifted students' self-image, academic achievement, and number of years enrolled in the gifted programming. In addition, the study examined the relationships between gifted students' educational placement, race, and gender with self-image. Study participants were gifted students in third through eighth…

This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included…

Global self-concept, freedom from anxiety, happiness, popularity, and school satisfaction were examined for 224 partial-day Governor's School students attending public Governor's Schools as well as classes in their home high schools, and 56 students taking advanced classes in regular high schools. On average, self-concept appeared adequate to…

Achievers had significantly higher self-concepts than underachievers on the intellectual and school status subscale. Achievers had significantly higher internal locus of control scores than underachievers for the Intellectual Achievement Responsibility Questionnaire's total score and positive score. No sex differences were revealed. (Author)

The self-actualization and self-concept of 368 intellectually gifted students in grades 4 through 12 were investigated using the Reflections of Self by Youth (ROSY), the Maslowian Scale, and the Piers-Harris Children's Self-Concept Scale. On the ROSY, the mean for high-school students was higher than for the elementary or junior-high students, and…