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Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5–6 Years: A Cross-Sectional Study

1
Department of Psychology, Gallos University Campus, University of Crete, 74100 Rethymno, Greece
2
Department of Psychology, South-West University “Neofit Rilski”, 2700 Blagoevgrad, Bulgaria
Academic Editor: Joseph Ciorciari
Received: 19 May 2021 / Revised: 14 June 2021 / Accepted: 16 June 2021 / Published: 22 June 2021
(This article belongs to the Section Developmental Psychology)
Although childhood is a critical period of development during which all children begin a lifelong process of self-discovery that shapes their identities, few studies have focused on the self-concept and self-esteem of young, gifted children. This study recruited 108 gifted children aged 5–6 years from Greece and their preschool teachers to explore the relationships among cognitive ability, domain-specific self-concepts, and global self-esteem. The Pictorial Scale for Perceived Competence and Social Acceptance was used to assess the domain-specific self-concepts of the participants, whereas behavioral manifestations of self-esteem were rated by the children’s teachers using the Behavioral Academic Self-Esteem Scale. There were positive correlations among IQ, perceived scholastic competence, and global self-esteem. Hierarchical regression analysis indicated that significant predictors of global self-esteem were male gender, higher IQ, perceived scholastic competence, and perceived maternal acceptance. Additionally, there were gender differences in global self-esteem and perceived physical competence in favor of boys, whereas perceived maternal acceptance favored girls. This article discusses the need for practitioners working with gifted children to enact a comprehensive social–emotional learning curriculum in schools that promotes academic as well as personal and character strengths. Finally, the limitations of the study and suggestions for future research are also presented. View Full-Text
Keywords: giftedness; cognitive ability; IQ; gifted children; self-esteem; self-concept giftedness; cognitive ability; IQ; gifted children; self-esteem; self-concept
MDPI and ACS Style

Papadopoulos, D. Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5–6 Years: A Cross-Sectional Study. Behav. Sci. 2021, 11, 93. https://0-doi-org.brum.beds.ac.uk/10.3390/bs11070093

AMA Style

Papadopoulos D. Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5–6 Years: A Cross-Sectional Study. Behavioral Sciences. 2021; 11(7):93. https://0-doi-org.brum.beds.ac.uk/10.3390/bs11070093

Chicago/Turabian Style

Papadopoulos, Dimitrios. 2021. "Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5–6 Years: A Cross-Sectional Study" Behavioral Sciences 11, no. 7: 93. https://0-doi-org.brum.beds.ac.uk/10.3390/bs11070093

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