Zelfbeeld van hoogbegaafde leerlingen: Verschillen tussen leerlingen in regulier onderwijs en leerlingen in Leonardo-onderwijs

Abstract

Background: This study examines differences in general, academic and social self-concept of gifted children in two different types of education. Literature review indicates that mainstream education does not match with the specific needs of gifted students. This research examines the difference in self-concept between gifted children in mainstream education and gifted children in Leonardo education. Method: For this research 25 students of mainstream education and 19 students of Leonardo education have filled in several questionnaires (e.g. CBSK, NPV-J and SVL). Results: Independent samples tests showed no differences in social inadequacy, motivation, gender and age between the two school types. Correlation measures showed a positive significant relation between motivation and academic self-concept. A negative significant relation was found between social inadequacy and social self-concept. Multivariate Analyses of Variance (MANOVA) showed that there were differences in academic and social self-concept between gifted children of Leonardo education and gifted children of mainstream education. No significant results were found in general self-concept between those children. Analysis of covariance (MANCOVA) showed that the difference in social self-concept between the two school types persists when IQ-score was adjusted. No differences persist in the adjusted general self-concept and academic self-concept. Conclusion: Results show no differences in social inadequacy, motivation, gender and age between gifted children in mainstream education and gifted children in Leonardo education. Differences were found in the academic and social self-concept between the two school types. Children show no difference in general self-concept when comparing the two groups. When intelligence was adjusted, the difference in social self-concept persists.