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The Effect of Aptitude and Achievement Status on the Self-System

Madison Public School District

James P. Connell

University of Rochester

This investigation examined the independent and joint effects of aptitude (gifted vs. normal) and achievement (underachiever vs. achiever) on assessments of the self-system in upper elementary-aged children. The gifted group was significantly higher than the average group on self-evaluations of competence, feelings of mastery, and preference for independent decision making. The average group reported a lower level of understanding than the gifted group about the reasons for success and failure outcomes and more anxiety about school-related events. Underachievers were significantly lower than achievers on self-evaluations of performance and higher on perceptions of internal control over success and failure outcomes. Achievers were higher on perceptions of control by powerful others over outcomes.

Gifted Child Quarterly, Vol. 29, No. 3, 131-136 (1985)
DOI: 10.1177/001698628502900306


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