Differences in self-efficacy beliefs between girls in the top 1.5% and the top 3% in general cognitive ability who participate in gifted programs

Abstract

In order to reach gender equity in the gifted population, an affirmative action policy was instituted in Israel to increase the number of girls identified as gifted. The purpose of this study was to compare the self-efficacy beliefs of girls in the top 1.5% (gifted girls (GG)) with those of girls in the top 3% (GG in affirmative action). It was found that girls in the top 3% have higher social and mathematical self-efficacy beliefs than girls in the top 1.5% do. The findings support the literature regarding the level of giftedness as a risk factor for the social adjustment of GG. The surprising finding in the mathematical field is explained by a stronger conflict that exists among GG concerning excellence in a traditional male field. The current study contributes new insights into the emotional aspects accompanying giftedness.