Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5-6 Years: A Cross-Sectional Study.

Dimitrios Papadopoulos

doi:10.3390/bs11070093

Abstract

Although childhood is a critical period of development during which all children begin a lifelong process of self-discovery that shapes their identities, few studies have focused on the self-concept and self-esteem of young, gifted children. This study recruited 108 gifted children aged 5–6 years from Greece and their preschool teachers to explore the relationships among cognitive ability, domain-specific self-concepts, and global self-esteem. The Pictorial Scale for Perceived Competence and Social Acceptance was used to assess the domain-specific self-concepts of the participants, whereas behavioral manifestations of self-esteem were rated by the children’s teachers using the Behavioral Academic Self-Esteem Scale. There were positive correlations among IQ, perceived scholastic competence, and global self-esteem. Hierarchical regression analysis indicated that significant predictors of global self-esteem were male gender, higher IQ, perceived scholastic competence, and perceived maternal acceptance. Additionally, there were gender differences in global self-esteem and perceived physical competence in favor of boys, whereas perceived maternal acceptance favored girls. This article discusses the need for practitioners working with gifted children to enact a comprehensive social–emotional learning curriculum in schools that promotes academic as well as personal and character strengths. Finally, the limitations of the study and suggestions for future research are also presented.

Highlights

This study explored the relationships between demographic variables, cognitive ability, domain-specific self-concepts, and global self-esteem in 5–6-year-old gifted children
The overall results confirmed that male gender, higher intelligence quotient (IQ), perceived scholastic competence, and maternal acceptance were significantly associated with global self-esteem among the study participants
Further studies could use longitudinal designs to assess whether gifted children’s domain-specific self-concepts are associated with self-esteem, their perceptions regarding mother–child interactions, as well as whether this interaction continues to influence children as they age. The results of this cross-sectional study suggest that increased cognitive ability, male gender, and domain-specific self-concepts, including perceived scholastic abilities and maternal acceptance, were related to the behaviorally presented self-esteem of gifted children aged 5–6 years

Summary

Introduction

The positive representation of the child’s competency reinforces the child’s intrinsic desire to actively participate in challenging activities, with the child persisting with the task and aiming for mastery. This mechanism enhances a continuous cycle of pursuit and commitment to improve performance, which in turn influences how the child perceives himself/herself [3,4], and may strengthen the development of other aspects of the self, such as self-confidence and self-esteem [5]. Developing a positive sense of self throughout one’s early years can aid in acquiring strategies and skills to cope with future challenges [6]

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Conclusion