Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

Autor/inn/en	Foley-Nicpon, Megan; Rickels, Heather; Assouline, Susan G.; Richards, Allison
Titel	Self-Esteem and Self-Concept Examination among Gifted Students with ADHD
Quelle	In: Journal for the Education of the Gifted, 35 (2012) 3, S.220-240 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353212451735
Schlagwörter	Attention Deficit Hyperactivity Disorder; Academically Gifted; Identification; Psychological Patterns; Cognitive Ability; Self Esteem; Self Concept; Clinical Diagnosis; Student Attitudes; Scores; Measures (Individuals); Children; Adolescents; Counselor Role + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Denkfähigkeit; Self-esteem; Selbstaufmerksamkeit; Selbstkonzept; Schülerverhalten; Messdaten; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD. Data were gathered from 112 children, aged 6 to 18, identified as having high cognitive ability (IQ of 120, 91st percentile, or above); 54 participants also met diagnostic criteria for ADHD. Despite having similar IQs, gifted students with ADHD had lower scores on measures of self-esteem, behavioral self-concept, and overall happiness than gifted students without a comorbid diagnosis. Among all participants, children had higher reported overall happiness than adolescents. Professionals working with gifted students with ADHD should be aware of the potential for coexisting self-esteem difficulties and, if warranted, address these issues in educational and clinical environments. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10