Self-concept and peer status among gifted program youth. |
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Authors: | Cornell, Dewey G. Pelton, Gary M. Bassin, Laurie E. Landrum, Mary Ramsay, Shula G. Cooley, Michele R. Lynch, Karen A. Hamrick, Elaine |
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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. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
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