Looking outside and inside: Self-Concept Development of Gifted Adolescents

Abstract

The internal/external frame of reference model (Marsh, 1986) was proposed to explain the development of academic self-concepts for general ability samples. Recent research calls into question the model's applicability for gifted adolescents' academic self-concept development. This model was examined for 131 adolescents participating in a summer program for academically talented students. Results suggest that the model is useful in understanding the academic self-concept development of students who are gifted, with no significant differences among students with demonstrable strengths in mathematics, verbal areas, or both areas. Educators should be aware that exceptional performance in one area, such as mathematics, will probably have a positive impact in mathematics self-concept but a negative impact on other academic self-concepts, such as verbal self-concept.