مفهوم الذات لدى الطلبة الموهوبين و العاديين و علاقته بالعمر الزمني

Abstract EN

This study aims at exploring self concept among samples of gifted students at the Jubilee school and non-gifted students at public schools in Amman and its relation with increasing age.

Two hundred and twenty seven gifted students and one thousand non-gifted students (aged 14-17 years old) participated in the study.

Self concept was assessed by the Tennessee Self-Concept Scale (TSCS).

The findings indicated no significant differences between the two groups in the total score of the TSCS or on the subscales, except for the subscales of family and social self-concept.

The scores of the gifted students on these two subscales were higher than those of the non-gifted students.

As for the gifted group, a significant drop in self concept was correlated with increase in age, while no similar significant correlations were detected for the non-gifted group.

Further research is suggested to clarify the reasons of the negative relationship revealed by this study, between self concept and age among the gifted sample and to determine if this drop in self concept is related to the classification and grouping of the gifted students in special schools.