Abstract
The purpose of the study was to investigate how knowledge of giftedness impacts self-concept of gifted adolescents. Guided by Sirgy’s (1997) Self-Congruity Theory and Shavelson et al.’s (1976) multidimensional hierarchical self-concept model, data collection was undertaken using semi-structured interviews with 11 Australian gifted adolescents and their parents. The collected data were analysed using reflexive thematic analysis. Four key themes emerged: (a) expectations from self and others, (b) the source and solutions to challenges, (c) the stigma of giftedness, and (d) parental involvement. In the findings, advanced knowledge of giftedness was associated with a more intense experience of stigma and a more internal locus of control. In addition, understanding giftedness was found to empower the parents of gifted students for more efficacious advocacy and support to cater to the needs of their gifted children.
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