Fostering Gifted Students' Affective Development: A Look at the Impact of Academic Self-Concept.

Abstract

The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted students may face. Implications for educators and counselors are discussed.