Effects of Summer Programs on the Self-Concepts of Gifted Children

Abstract

The self-concepts of gifted students are often measured as a part of the assessment of program outcomes. This study examined the self-concepts of 508 gifted students in grades five through ten who participated in three summer residential programs. ?tvo self-concept measures. the M E Scale and the Piers-Harris Children's Self Concept Scale, were administered at the beginning and at the end of each of the programs. Self-concept scores across all grade levels and programs were significantly higher at the end of the programs. Sex differences were found in one program with the scores of sixth grade boys declining somewhat. In general, summer residential programs appear to enhance the self-concepts of gifted participants.

A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents

“…Cunningham and Rinn (2007) found similar results with regard to the general and emotional self-concept, such that gifted adolescents experienced a significant increase in general and emotional self-concept scores over the course of a three-week summer program. Various other researchers have found similar increases in self-concept across a variety of selective programs and environments for the gifted (Brody and Benbow 1987;Kolloff and Moore 1989;Vaughn et al 1991). These studies suggest that even though a summer program or environment may be for academically gifted students, the effects on both academic and non-academic self-concepts are noteworthy.…”

The Role of Gender and Previous Participation in a Summer Program on Gifted Adolescents' Self-Concepts over Time

“…There has been a plethora ofresearch conducted on the self-concepts ofgifted students (Bain & Bell, 2004;Colangelo, Kelly, & Schrepfer, 1987;Hoge & Renzulli, 1993), as well as the effects of participating in special programs or summer programs (Humes & Campbell, 1980;Kolloff & Moore, 1989;Vaughn, Feldhusen, & Asher, 1991). What happens when these bright, young students attend summer programs where they take classes with other gifted students?…”

When the Big Fish Turns Small

“…Although numerous researchers have provided support for the BFLPE in various samples and across different settings, some researchers have shown an increase in students’ self-concepts after participating in programs for the gifted, and others have shown no changes in self-concept upon participating in programs for the gifted. Kolloff and Moore (1989) found an increase in general self-concept among gifted students who participated in residential, summer programs for the gifted. Using a sample of 140 gifted adolescents, Cunningham and Rinn (2007) found adolescents experienced an increase in general self-concept (i.e., self-esteem) over the course of the summer program, but did not experience a change in academic self-concept, which is inconsistent with the BFLPE.…”