{"id":{"repo_id":"wku-diss","oai_identifier":"oai:digitalcommons.wku.edu:theses-1272"},"canonical_url":"https://search.dev.ndltd.org/etd/wku-diss/oai:digitalcommons.wku.edu:theses-1272","repository":{"repo_id":"wku-diss","name":"Western Kentucky University","base_url":"https://digitalcommons.wku.edu/do/oai/"},"display":{"title":"A Study of Highly and Moderately Gifted Students in Mixed-Age Settings and the Effect on Social Status and Self-Concept","abstract":"This research addresses issues of self-concept, social status, and relative age as they relate to moderately (n=146) and highly (n=161) gifted students. Previous research regarding self-concept and giftedness yielded mixed results. The majority of social status research had not been conducted with gifted students, and relative age issues have been addressed only with young children. Therefore, the present research was conducted to carry the previous studies further. Only one self-concept scale, the Behavior scale, showed a significant difference between highly and moderately gifted students with highly gifted students outscoring moderately gifted students. No significant differences between moderately and highly gifted students were found in the proportion of students in the three social status categories of popular, rejected, and neglected. There was not a significant relationship between IQ scores and social status. However, those participants who were in the rejected group tended to be brighter, and those participants in the neglected group tended to be less bright, than the popular group. The participants in the rejected group were also significantly younger than those participants in the popular and neglected groups.","abstract_html":"This research addresses issues of self-concept, social status, and relative age as they relate to moderately (n=146) and highly (n=161) gifted students. Previous research regarding self-concept and giftedness yielded mixed results. The majority of social status research had not been conducted with gifted students, and relative age issues have been addressed only with young children. Therefore, the present research was conducted to carry the previous studies further. Only one self-concept scale, the Behavior scale, showed a significant difference between highly and moderately gifted students with highly gifted students outscoring moderately gifted students. No significant differences between moderately and highly gifted students were found in the proportion of students in the three social status categories of popular, rejected, and neglected. There was not a significant relationship between IQ scores and social status. However, those participants who were in the rejected group tended to be brighter, and those participants in the neglected group tended to be less bright, than the popular group. The participants in the rejected group were also significantly younger than those participants in the popular and neglected groups.","abstract_has_math":false,"creators":["Mayfield, Deeayne"],"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":1998,"date_issued":"1998-08-01T07:00:00Z","date_published":"1998-08-01T07:00:00Z","updated_at":"2026-07-24T06:07:16Z","subjects":["Personality and Social Contexts","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/269","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Mayfield, Deeayne"]}]},{"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":["Personality and Social Contexts","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/269"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research addresses issues of self-concept, social status, and relative age as they relate to moderately (n=146) and highly (n=161) gifted students. Previous research regarding self-concept and giftedness yielded mixed results. The majority of social status research had not been conducted with gifted students, and relative age issues have been addressed only with young children. Therefore, the present research was conducted to carry the previous studies further. Only one self-concept scale, the Behavior scale, showed a significant difference between highly and moderately gifted students with highly gifted students outscoring moderately gifted students. No significant differences between moderately and highly gifted students were found in the proportion of students in the three social status categories of popular, rejected, and neglected. There was not a significant relationship between IQ scores and social status. However, those participants who were in the rejected group tended to be brighter, and those participants in the neglected group tended to be less bright, than the popular group. The participants in the rejected group were also significantly younger than those participants in the popular and neglected groups."]},{"key":"dc:title","label":"Title","values":["A Study of Highly and Moderately Gifted Students in Mixed-Age Settings and the Effect on Social Status and Self-Concept"]}]}],"canonical_facts":{"dc:creator":["Mayfield, Deeayne"],"dc:description.abstract":["This research addresses issues of self-concept, social status, and relative age as they relate to moderately (n=146) and highly (n=161) gifted students. Previous research regarding self-concept and giftedness yielded mixed results. The majority of social status research had not been conducted with gifted students, and relative age issues have been addressed only with young children. Therefore, the present research was conducted to carry the previous studies further. Only one self-concept scale, the Behavior scale, showed a significant difference between highly and moderately gifted students with highly gifted students outscoring moderately gifted students. No significant differences between moderately and highly gifted students were found in the proportion of students in the three social status categories of popular, rejected, and neglected. There was not a significant relationship between IQ scores and social status. However, those participants who were in the rejected group tended to be brighter, and those participants in the neglected group tended to be less bright, than the popular group. The participants in the rejected group were also significantly younger than those participants in the popular and neglected groups."],"dc:identifier":["https://digitalcommons.wku.edu/theses/269"],"dc:subject":["Personality and Social Contexts","Psychology"],"dc:title":["A Study of Highly and Moderately Gifted Students in Mixed-Age Settings and the Effect on Social Status and Self-Concept"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Educational Specialist"]},"updated_at":"2026-07-24T06:07:16Z"}