The Piers-Harris Children's Self-Concept Scale was used to investigate the self-concept of 368 intellectually gifted children in grades 4-12. Previous research had suggested that differences by gender and grade level might be masked by reporting only global self-concept scores, however, few studies reported subscale scores. In this Population gender was not a Significant variable for global self-concept. Significant gender differences were observed on three subscales. Behavior, Intellectual and School Status, and Anxiety. Females rated themselves higher on the first two and males on the latter. School level was a significant variable for glob self-concept; Students in junior high school reported lower self-concept than did students in either elementary school or high school. Similar results were observed with the Behavior subscale. The present study supports the view that a global score for self-concept can mask underlying differences when subscale scores are summed.

No abstract

No abstract

No abstract

Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children’s needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades, usually between 5 and 6 years of age. Most parents identified giftedness in their children by age 2. Parents were also the most frequent person to refer their child for testing, although teachers also placed a strong role. Twice-exceptional children did not differ significantly from gifted children on any of these measures. Implication for further study are included.