Representative and Non-Representative Items for Gifted Students on the Piers-Harris Children's Self-Concept Scale

Abstract

Increased attention has been given to measures of self-concept in recent years. While the primary focus has been on global measures of self-concept, some attention to component social/emotional factors has been explored. In these endeavors there have been few investigations into the self-concepts of gifted children. This study analyzed responses on the Piers-Harris Children's Self-concept Scale which had the highest rate of concurrence on representative and non-representative items for a group of gifted students. These 169 gifted students generated internally and maintained positive self-concepts while being relatively immune to external influences.