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Self-Concept in Mathematically Gifted Adolescents.
1a Wake Forest University , USA.
The Journal of General Psychology
|February 2, 2017
Summary
Gifted girls with high mathematical ability showed differences in self-esteem compared to boys. Mathematical giftedness impacts personality, particularly self-concept, differently across sexes.
Area of Science:
- Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Research on gifted children's personality often focuses on general intelligence.
- Personality variations may stem from specific giftedness areas, ability levels, and sex.
- Mathematical giftedness is stereotyped as male-associated, potentially influencing personality differently in gifted boys and girls.
Purpose of the Study:
- To investigate self-esteem and self-concepts in mathematically gifted boys and girls.
- To examine how varying levels of mathematical ability affect personality traits.
- To understand sex-based differences in the personality of mathematically able adolescents.
Main Methods:
- Study involved 216 adolescents (boys and girls) with high, able, or average mathematical ability.
- Participants completed the Adjective Check List to assess personality characteristics.
- Data analyzed to determine effects of sex and mathematical ability level on self-esteem and self-concept.
Main Results:
- Mathematical ability level did not influence self-esteem in gifted boys.
- Mathematical ability level significantly affected self-esteem in gifted girls.
- Both sex and ability level impacted the content of self-descriptions.
Conclusions:
- The level of mathematical giftedness influences personality, particularly self-esteem, differently in adolescent girls compared to boys.
- Self-concept content is shaped by both an individual's sex and their level of mathematical ability.
- Findings challenge gender stereotypes in mathematical giftedness and highlight its nuanced impact on adolescent personality.
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