Journal for the Education of the Gifted
Summer 2001, Volume 24, Number 4 Abstracts

Global and Specific Self-Concepts of Gifted Adolescents in Hong Kong
David W. Chan

Global and domain-specific self-concepts of 205 Chinese gifted adolescents in Hong Kong were assessed using 7 scales of the Chinese version of the Self-Perception Profile for Adolescents (SPPA; Chan, 1979, Harter, 1988). These adolescents differentiated 6 self-concept domains (Scholastic Competence, Social Acceptance, Athletic Competence, Physical Appearance, Behavioral Conduct, and Close Friendship), and their scores on general self-concept (Global Self-Worth) could be predicted by their scores on particular domain-specific self-concepts. On the basis of specific self-concept measures, relatively homogeneous clusters of gifted students (labeled the stereotyped gifted, the modest gifted, and the superstars) were identified. The characteristics of the three clusters of gifted adolescents were also interpreted in terms of students’ IQ, leadership, and the denial of giftedness.

Curricular Modifications, Family Outreach, and a Mentoring Program: Impacts on Achievement and Gifted Identification in High-Risk Primary Students
Tonya R. Moon & Carolyn M. Callahan

Project Support to Affirm Rising Talent (START) was a collaborative research effort between a university and a large urban school district. While the project had multiple purposes, the focus of this article is to report the efficacy of specific interventions (mentoring, parental involvement, and multicultural curricula) on academic achievement of primary grade students from low-socioeconomic environments who participated in the project. Quantitative results suggest that the interventions had no statistically significant effect on student achievement in any grade. However, by the end of the project, students, typically identified as at-risk, were on grade level.

From the Student’s Perspective My Class Activities: An Instrument for Use in Research and Evaluation
Marcia Gentry & Robert K. Gable

This study reports the development of My Class Activities, a new instrument that can be used to measure students’ perceptions of interest, challenge, choice and enjoyment in their classrooms. These dimensions are frequently found in gifted education literature and are tied to student motivation and learning. Described are (1) the theoretical basis upon which the instrument was developed, (2) the investigation of construct validity through confirmatory factory analysis and item response theory, and (3) internal consistency alpha reliability estimates using a sample of 1,523 grade 6-8 students. Confirmatory factor analysis, item response theory, and alpha reliability information supported meaningful and accurate interpretations of data obtained from the instrument.