The Multidimensional Self-Concept: A Comparison of Gifted and Average-Ability Adolescents

Abstract

The purpose of this paper is to describe the self-concept of gifted and average-ability adolescents from a multidimensional perspective. Four dimensions of self-concept (academic, social, athletic, and social) were examined using an instrument that incorporates three theoretical perspectives (reflected appraisals, social comparison, and attribution). Ninety-eight junior high school students from a large urban centre in Western Canada participated in the study. Results of a MANOVA followed by a discriminant analysis indicated that gifted students differ in self-concept from average-ability adolescents, particularly in terms of academic self-concept.