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Self-concept and academic performance in gifted and academically weak students
P Garzarelli1, B Everhart, D Lester
1Grand Prairie Independent School District, Texas.
Adolescence
|January 1, 1993
Summary
Self-concept correlates with academic achievement in gifted students but not in academically weak students. For weaker students, living with a stepparent is linked to lower academic performance.
Area of Science:
- Educational Psychology
- Developmental Psychology
Background:
- Academic achievement is influenced by various factors.
- Understanding these correlates is crucial for targeted interventions.
Purpose of the Study:
- To investigate correlates of academic achievement in 7th and 8th graders.
- To examine the differential impact of self-concept and family environment on academic performance based on student ability.
Main Methods:
- Survey research design.
- Data collected on self-concept, extracurricular activities, family environment, and academic achievement.
- Analysis of associations between variables, stratified by student academic level.
Main Results:
- A significant positive association was found between self-concept and academic achievement for gifted students.
- No significant association between self-concept and academic achievement was observed for academically weak students.
- Academically weak students living with a stepparent showed poorer academic performance.
Conclusions:
- Self-concept is a key factor for gifted students' academic success.
- Family environment, specifically living with a stepparent, negatively impacts academically weak students.
- Interventions should consider individual student characteristics and family structures.