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A STUDY OF THIRD AND FOURTH GRADE GIFTED STUDENTS' READING ACHIEVEMENT AND ITS RELATIONSHIP TO THEIR SELF-CONCEPT
Abstract
The purpose of the study was to determine if there was a difference in self-concept of two groups of gifted students: (1) third and fourth grade students who were identified as gifted achievers in reading and (2) third and fourth grade students who were identified as gifted underachievers in reading. Forty subjects were selected from five elementary schools. They were randomly selected from a pool of ninety-four gifted students who had at least an intelligence quotient of 133 on the Slosson Intelligence Test or at least 134 on the Stanford-Binet Intelligence Scale. The forty gifted students were identified as gifted achievers or gifted underachievers in reading based on the stanine scores taken from the 1977-1978 Metropolitan Achievement Test. Those who placed in the eighth or ninth stanines on all reading areas were identified as achievers in reading. Those who placed in the seventh stanine in one or more skill areas were identified as underachievers. Data for the self-concept was collected by administration of an oral self-concept inventory developed by Dinkmeyer. The data was analyzed in terms of the following hypothesis: Gifted third and fourth grade achievers in reading will score higher on the self-concept measure than gifted underachievers in reading. Fisher's Test for uncorrelated data was used and t was significant at p < .025. Given that the mean self-concept score was higher for achievers than underachievers in reading, the hypothesis was validated. Conclusions. The results of the current study suggest that there was a significant relationship between reading achievement and self-concept in gifted students. The nature of the relationship in terms of cause and effects remains uncertain. The question needs to be raised as to whether the gifted underachiever's performance is directly related to a low self-concept or whether chronic underachievement precipitated the low self-concept. This needs to be examined, while recognizing the academic achievement depends upon complex interrelationships between intelligence, personality, social class values, peer relationships, parental environment, and school environment. Each case needs to be considered and evaluated on an individual basis. In order to discern the nature and extent of each student's problem, educators would want to consider the scope, the duration, the effects of the problem, and the gap existing between aptitude and achievement. Based on these findings the school would need to consider the following questions: (1) Is an intervention program warranted? If so, would individual counseling, group counseling, parent involvement or some other form of intervention hold the greatest promise for providing successful intervention? (2) Does it appear that the root of the problem is so deeply embedded that referral or collaboration with other professionals is warranted? (3) Would the student profit by modifying the content of the material, the method of instruction, the nature of the learning environment, or a combination of the three? Whatever steps are taken, a humanistic approach is of the utmost importance in helping underachievers feel better about themselves and their performance.
Subject Area
Special education
Recommended Citation
ANDREWS, JANE A. BAUER, "A STUDY OF THIRD AND FOURTH GRADE GIFTED STUDENTS' READING ACHIEVEMENT AND ITS RELATIONSHIP TO THEIR SELF-CONCEPT" (1981). ETD collection for University of Nebraska-Lincoln. AAI8122587.
https://digitalcommons.unl.edu/dissertations/AAI8122587