{"id":{"repo_id":"wku-diss","oai_identifier":"oai:digitalcommons.wku.edu:theses-1265"},"canonical_url":"https://search.dev.ndltd.org/etd/wku-diss/oai:digitalcommons.wku.edu:theses-1265","repository":{"repo_id":"wku-diss","name":"Western Kentucky University","base_url":"https://digitalcommons.wku.edu/do/oai/"},"display":{"title":"Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students","abstract":"Academic, general, and emotional self-concepts were measured among 140 gifted students at a residential academic summer program. The literature is conflicting concerning the positive (Humes & Campbell, 1980; Kolloff & Moore, 1989) and negative (Olszewski, Kulieke, & Willis, 1987) effects of the participation of gifted students in such programs. Three main hypotheses are posited: First, the academic, general self, and emotional self-concepts of gifted students would increase in the time spent at a summer program. Second, there would be no gender differences found in the areas of academic and general self-concept, but predicted gender differences for emotional self-concept. Third, previous participation in a summer program would result in differences between groups for academic, general, and emotional self-concept. Self-concept was measured using the Self-Description Questionnaire II (Marsh, 1990). Results were analyzed using a series of repeated measures ANOVAs. Application of the results, limitations, and directions for future research are discussed.","abstract_html":"Academic, general, and emotional self-concepts were measured among 140 gifted students at a residential academic summer program. The literature is conflicting concerning the positive (Humes & Campbell, 1980; Kolloff & Moore, 1989) and negative (Olszewski, Kulieke, & Willis, 1987) effects of the participation of gifted students in such programs. Three main hypotheses are posited: First, the academic, general self, and emotional self-concepts of gifted students would increase in the time spent at a summer program. Second, there would be no gender differences found in the areas of academic and general self-concept, but predicted gender differences for emotional self-concept. Third, previous participation in a summer program would result in differences between groups for academic, general, and emotional self-concept. Self-concept was measured using the Self-Description Questionnaire II (Marsh, 1990). Results were analyzed using a series of repeated measures ANOVAs. Application of the results, limitations, and directions for future research are discussed.","abstract_has_math":false,"creators":["Settle, Lindy"],"institution":null,"degree_name":"Educational Specialist","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-01T07:00:00Z","date_published":"2007-05-01T07:00:00Z","updated_at":"2026-07-24T06:07:16Z","subjects":["Gifted Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/262","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Settle, Lindy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Educational Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gifted Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/262"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Academic, general, and emotional self-concepts were measured among 140 gifted students at a residential academic summer program. The literature is conflicting concerning the positive (Humes & Campbell, 1980; Kolloff & Moore, 1989) and negative (Olszewski, Kulieke, & Willis, 1987) effects of the participation of gifted students in such programs. Three main hypotheses are posited: First, the academic, general self, and emotional self-concepts of gifted students would increase in the time spent at a summer program. Second, there would be no gender differences found in the areas of academic and general self-concept, but predicted gender differences for emotional self-concept. Third, previous participation in a summer program would result in differences between groups for academic, general, and emotional self-concept. Self-concept was measured using the Self-Description Questionnaire II (Marsh, 1990). Results were analyzed using a series of repeated measures ANOVAs. Application of the results, limitations, and directions for future research are discussed."]},{"key":"dc:title","label":"Title","values":["Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students"]}]}],"canonical_facts":{"dc:creator":["Settle, Lindy"],"dc:description.abstract":["Academic, general, and emotional self-concepts were measured among 140 gifted students at a residential academic summer program. The literature is conflicting concerning the positive (Humes & Campbell, 1980; Kolloff & Moore, 1989) and negative (Olszewski, Kulieke, & Willis, 1987) effects of the participation of gifted students in such programs. Three main hypotheses are posited: First, the academic, general self, and emotional self-concepts of gifted students would increase in the time spent at a summer program. Second, there would be no gender differences found in the areas of academic and general self-concept, but predicted gender differences for emotional self-concept. Third, previous participation in a summer program would result in differences between groups for academic, general, and emotional self-concept. Self-concept was measured using the Self-Description Questionnaire II (Marsh, 1990). Results were analyzed using a series of repeated measures ANOVAs. Application of the results, limitations, and directions for future research are discussed."],"dc:identifier":["https://digitalcommons.wku.edu/theses/262"],"dc:subject":["Gifted Education"],"dc:title":["Effects of a Summer Program on the Academic, General, and Emotional Self-Concepts of Gifted Students"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Educational Specialist"]},"updated_at":"2026-07-24T06:07:16Z"}