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Related Experiment Videos

Intellectually gifted elementary students' perceptions of leadership

T L Riley1, F A Karnes

  • 1Department of Special Education, University of Southern Mississippi, Hattiesburg 39406-8207.

Perceptual and Motor Skills
|August 1, 1994
PubMed
Summary

This study found that gifted girls in grades 4-6 perceived themselves as more sympathetic and conscientious leaders than gifted boys. These findings highlight potential gender differences in leadership self-perception among intellectually gifted elementary students.

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Area of Science:

  • Educational Psychology
  • Gifted Education
  • Child Development

Background:

  • Understanding leadership self-perceptions in intellectually gifted students is crucial for tailored educational and developmental support.
  • Early identification of leadership potential and gender-based differences can inform targeted interventions.

Purpose of the Study:

  • To investigate and compare the self-perceptions of leadership in intellectually gifted elementary school students.
  • To identify potential gender-based differences in leadership strengths among this population.

Main Methods:

  • The Leadership Strengths Indicator (LSI) was administered to a sample of intellectually gifted students.
  • Participants included 21 girls and 13 boys from Grades 4 through 6.

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Main Results:

  • Statistically significant differences were observed between girls and boys on the LSI.
  • Gifted girls scored higher than gifted boys on two specific cluster scales: V (Sympathetic) and VII (Conscientious).
  • A significant difference favoring girls was also found on the total LSI score.

Conclusions:

  • Intellectually gifted elementary school girls demonstrated higher self-perceptions of leadership, particularly in sympathetic and conscientious traits, compared to their male peers.
  • These findings suggest gender influences on leadership self-perception begin in elementary school and warrant further investigation.
  • Educational programs may benefit from acknowledging and nurturing these perceived leadership strengths in both genders.