Gifted children and their non-gifted siblings: self-concepts and sibling relationships

Date
1995
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Abstract
Self-concepts and sibling relationships were examined in 80 elementary school students: 20 academically gifted children; 20 non-gifted siblings and; 40 control students utilizing the Self Perception Profile for Children (Harter, 1985) and the Sibling Relationships Questionnaire (Furman & Buhrmester, 1985). The study was predominantly exploratory in nature with two main purposes: to assess group differences in self-concepts and global self-esteem and; to explore group differences in perceptions of the sibling relationships. Gifted children were found to report greater Scholastic Competence and Global Self-Esteem compared to all groups, but reported poorer Athletic Competence than did their peers. Non-gifted siblings were found to report poorer Global Self-Esteem than their peers. Gifted children reported greater conflict within their sibling relationships and their non-gifted siblings reported less companionship compared to the control sibling dyads. Findings are discussed within the theoretical framework of labeling theory, Tesser's ( 1980) Self-Esteem Maintenance Model and Social Comparison Theory.
Description
Bibliography: p. 136-145.
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Citation
Stott, H. A. (1995). Gifted children and their non-gifted siblings: self-concepts and sibling relationships (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/22484
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