The self-concept of gifted adolescents in a congregated program

A positive self-concept is one of the most important forces driving a student to achieve. This study employed a combination of the Harter Self Perception profile for Adolescents (SPPA), used over time, and an interview technique to study 25 gifted adolescents during the transition year in a congregated (grouped) classroom for high-ability students in secondary school. The self-image of the students increased significantly in the subscales of Romantic Appeal and Close Friendship. There was also an interact-ion of time by gender on Behavioral Conduct. Changes in importance ratings also occurred with significant interactions of time by gender on Scholastic Competence, Behavioral Conduct, and Close Friendship. The interviews revealed that gifted students enjoyed being with their gifted peers, however, that they were conscious of being labelled as different. The descriptive study provides insights into the self-concept of students in a congregated (grouped) program.