PUB - Publikationen an der Universität Bielefeld

In existing research on the self-concept of gifted students, giftedness has often been based on global concepts that makes subject-specific and useful implications for teacher trainings difficult. To address this issue, the general and subject-related academic self-concept of gifted and nongifted students (N = 418; age: M = 10.68) in the subject of biology was investigated. Group comparisons revealed significant effects of giftedness on every measured self-concept subscale. The effects of gender and grade level were examined to reveal aspects that need to be considered in gifted self-concept development. The results offer implications for biology classes and science enrichment programs.