General, social, and academic self-concepts of gifted adolescents.

Seven hundred seventy-two male and female adolescents (between the ages of 12 and 15) participated in a study concerning the identification and socioemotional situation of various subgroups of gifted students (N=94). In this article only the results concerning general, social, and academic selfconcepts of gifted adolescents are reported. A distinction is made between four groups: two groups of gifted achievers (one with high (N=22) and another with below average creativity questionnaire scores (N=45), a group of gifted underachievers (N =27), and a control group (N=74). The multiple and hierarchical model of self-concept by Shavelson et al.serves as a framework for our approach. The most striking differences are found between gifted achievers and gifted underachievers. The latter demonstrate very low academic self-concept and high test anxiety scores, an external locus of control, and low scores on school well-being and motivation. A positive self-concept in all areas seems to be the driving force for achievements, which are in accordance with high potential intellectual aptitudes. Similar results were reported by Feldhusen.