Journal of Youth and Adolescence

, Volume 31, Issue 4, pp 243–252 | Cite as

Perceptions of Giftedness and Self-Concepts among Junior Secondary Students in Hong Kong

  • David W. Chan


This study explored the relationships among IQ, perceptions of giftedness, and self-concepts in a sample of 116 Chinese junior secondary school students in Hong Kong. These students, nominated by their schools to join the university gifted programs, were assessed on their IQ, global and domain-specific self-concepts, as well as their perceptions of their own giftedness in terms of their concern for feeling different, their critical attitude in evaluating their own performance, and their experience of high expectation to achieve from their parents. The findings indicated that in general the ways students perceived their giftedness affected differentially global self-worth and specific self-concept domains. While difference concern and critical evaluation affected students' specific self-concepts adversely, high parental expectation had a more positive influence. Self-concept domains related to social acceptance and friendship issues were most strongly and adversely affected. Implications of the findings for interventions to enhance the self-esteem of gifted students through restructuring their perceptions of giftedness are discussed.

giftedness self-concept Hong Kong 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Ablard, K. E. (1997). Self-perceptions and needs as a function of type of academic ability and gender. Roeper Rev. 20: 110-115.Google Scholar
  2. Bednar, R. L., and Peterson, S. R. (1995). Self-Esteem: Paradoxes and Innovations in Clinical Theory and Practice (2nd edn.). American Psychological Association, Washington, DC.Google Scholar
  3. Buescher, T. M., and Higham, S. J. (1989). A developmental study of adjustment among gifted adolescents. In VanTassel-Baska, J. L., and Olszewski-Kubilius, P. (eds.), Patterns of Influence on Gifted Learners. Teachers College Press, New York, pp. 102-124.Google Scholar
  4. Byrne, B. M. (1996). Measuring Self-Concept Across the Life Span. American Psychological Association, Washington, DC.Google Scholar
  5. Chan, D.W. (1997). Self-concept domains and global self-worth among Chinese adolescents in HongKong. Pers. Indiv. Differ. 22: 511-520.Google Scholar
  6. Chan, D. W. (1998). Development of gifted education in Hong Kong.Gifted Edu. Int. 13: 150-158.Google Scholar
  7. Chan, D.W. (1999). Counseling gifted students in Hong Kong: A critical need. Edu. J. 27(2): 145-154.Google Scholar
  8. Chan., D. W. (in press). Assessing adjustment problems of gifted students in Hong Kong: The development of the Student Adjustment Problems Inventory. Gifted Child Q. Google Scholar
  9. Chan, J. (1996). Chinese intelligence. In Bond, M. H. (ed.), The Handbook of Chinese Psychology. Oxford University Press, Hong Kong, pp. 93-108.Google Scholar
  10. Chan, L. K. S. (1988). The perceived competence of intellectually talented students. Gifted Child Q. 32: 310-314.Google Scholar
  11. Coleman, L. J., and Cross, T. L. (1988). Is being gifted a social handicap? J. Edu. Gifted 11: 41-56.Google Scholar
  12. Coleman, M., and Fults, B. (1982). Self-concept and the gifted classroom: The role of social comparisons. Gifted Child Q. 26: 116-119.Google Scholar
  13. Cross, T. L., Coleman, L. J., and Stewart, R. A. (1995). Psychosocial diversity among gifted adolescents: An exploratory of two groups. Roeper Rev. 17: 181-185.Google Scholar
  14. Feldhusen, J. F. (1986). A conception of giftedness. In Sternberg, R. J., and Davidson, J. E. (eds.), Conceptions of Giftedness. Cambridge University Press, Cambridge, pp. 112-127.Google Scholar
  15. Gallagher, J., and Courtright, R. D. (1986). The educational definition of giftedness and its policy implications. In Sternberg, R. J., and Davidson, J. E. (eds.), Conceptions of Giftedness. University of Cambridge Press, Cambridge, pp. 93-111.Google Scholar
  16. Gardner, H. (1999). Intelligence Reframed. Basic Books, New York.Google Scholar
  17. Gross, M. U. M. (1989). The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Rev. 11: 189-194.Google Scholar
  18. Harter, S. (1986). Processes underlying the construction, maintenance, and enhancement of the self-concept in children. In Suls, J., and Greenwald, A. G. (eds.), Psychological Perspectives on the Self (Vol. 3). Erlbaum, Hillsdale, NJ, pp. 139-181.Google Scholar
  19. Harter, S. (1988). Manual for the Self-Perception Profile for Adolescents. University of Denver, Denver, CO.Google Scholar
  20. Hoge, R., and McSheffrey, R. (1991). An investigation of self-concept in gifted children. Except. Child. 57: 238-245.Google Scholar
  21. Hoge, R. D., and Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Rev. Res. Edu. 63: 449-465.Google Scholar
  22. Hong Kong Education Department (1986). Hong Kong Supplement to Guide to the Standard Progressive Matrices. Hong Kong Government, Hong Kong.Google Scholar
  23. Janos, P. M., Fung, H. C., and Robinson, N. (1985). Self-concept, self-esteem, and peer relations among gifted children who feel “different.” Gifted Child Q. 29: 78-81.Google Scholar
  24. Kerr, B. A., Colangelo, N., and Gaeth, J. (1988). Gifted adolescents' attitudes toward their giftedness. Gifted Child Q. 32: 245-247.Google Scholar
  25. Lea-Wood, S. S., and Clunies-Ross, G. (1995). Self-esteem of gifted adolescent girls in Australian Schools. Roeper Rev. 17: 195-197.Google Scholar
  26. Marsh, H. W. (1990a). Causal modeling of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. J. Edu. Psychol. 84: 646-656.Google Scholar
  27. Marsh, H.W. (1990b). Influences of internal and external frames of reference on the formation of math and English self-concepts. J. Edu. Psychol. 82: 107-116.Google Scholar
  28. Neihart, M. (1999). The impact of giftedness on psychological wellbeing: What does the empirical literature say? Roeper Rev. 22: 10-17.Google Scholar
  29. Olszewski, P., Kulieke, M. J., and Willis, G. B. (1987). Changes in selfperceptions of gifted studentswhoparticipated in rigorous academic programs. J. Edu. Gifted 10: 287-303.Google Scholar
  30. Raven, J., Raven, J. C., and Court, J. H. (1998). Manual for Raven's Progressive Matrices and Vocabulary Scales. Oxford University Press, Oxford, England.Google Scholar
  31. Robinson, N., and Clinkenbeard, P. R. (1998). Giftedness: An exceptionality examined. Annu. Rev. Psychol. 49: 117-139.Google Scholar
  32. Robinson, N. M., and Noble, K. D. (1991). Social-emotional development and adjustment of gifted children. In Wang, M. G., Reynolds, M. C., and Walberg, H. J. (eds.), Handbook of Special Education: Research and Practice (Vol. 4). Pergamon, New York, pp. 23-36.Google Scholar
  33. Shavelson, R. J., Hubner, J. J., and Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Rev. Edu. Res. 46: 407-471.Google Scholar
  34. Sternberg, R. J. (2000). Patterns of giftedness: A triarchic analysis. Roeper Rev. 22: 231-235.Google Scholar
  35. Swiatek, M. A. (2001). Social coping among gifted high school students and its relationship to self-concept. J. Youth Adolesc. 30: 19-39.Google Scholar
  36. Tannenbaum, A. J. (1997). The meaning and making of giftedness. In Colangelo, N., and Davis, G. A. (eds.), Handbook of Gifted Education (2nd edn). Allyn and Bacon, Boston, pp. 27-42.Google Scholar
  37. Tong, J., and Yewchuk, C. (1996). Self-concept and sex-role orientation in gifted high school students. Gifted Child Q. 40: 15-23.Google Scholar
  38. Wexler, D. B. (1991). The Adolescent Self. Norton, New York.Google Scholar
  39. Winner, E. (2000). Giftedness: Current theory and research. Curr. Direct. Psychol. Sci. 9: 153-156.Google Scholar
  40. Zigler, E., and Farber, E. A. (1985). Commonalities between the intellectual extremes: Giftedness and mental retardation. In Horowitz, F. D., and O'Brien, M. (eds.), The Gifted and Talented: Developmental Perspectives. American Psychological Association, Washington, DC.Google Scholar

Copyright information

© Plenum Publishing Corporation 2002

Authors and Affiliations

  • David W. Chan
    • 1
  1. 1.Department of Educational Psychology of the Chinese University of Hong KongHongkong PRC

Personalised recommendations