Self-Actualization in Gifted Children

Abstract

Scores on self-actualization of 131 gifted students in Grades 4 through 8 were investigated using the Reflections of Self By Youth (ROSY) and the Maslowian Scale. Analysis of covariance indicated grade and gender were not significant effects in the various scores, and there was no interaction between grade and gender using scores on the ROSY. Means for students in Grade 8 were significantly higher than those for Grade 4 only on the Maslowian Scale-Psychological. Boys in Grade 4 scored significantly higher than girls on the Fundamentals and Total score. The ROSY and Maslowian Scale scores were significantly correlated ( R2 = .21).