A Comparison of Gifted, General, and Special Learning Needs Students on Academic and Social Self‐Concept

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Abstract
The purpose of this study was to compare students identified as gifted, general, and having special learning needs on academic and social self‐concept. The three groups of students were identified by their schools according to their academic abilities. Gifted students were selected because of inordinately high academic abilities, those with special learning needs because of inordinate academic difficulties, and general students because their academic abilities were not at either extreme. Junior high school students (N = 243) completed the Tennessee Self‐Concept Scale and the School Attitude Measure. These measures were given in September and then repeated in May of the same academic year. Gifted students tended to score highest on both academic and social self‐concept, although this relationship was influenced somewhat by sex. Students with special learning needs scored lowest on all variables. Differences found in the September testing were maintained in May. Educational implications of these results are elaborated.

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