The Mary Poppins Effect: Relationships between Gifted Students' Self Concept and Adjustment.

Jenkins-Friedman, Reva; Murphy, Douglas L.

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Peer reviewed

ERIC Number: EJ380149

Record Type: CIJE

Publication Date: 1988

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The Mary Poppins Effect: Relationships between Gifted Students' Self Concept and Adjustment.

Jenkins-Friedman, Reva; Murphy, Douglas L.

Roeper Review, v11 n1 p26-30 Oct 1988

Actual/idealized and actual/public self-concept coherence was used as a measure of adjustment to being labeled gifted and subsequently participating in a gifted education program for 128 fourth through eighth graders. Results indicated overall better adjustment was significantly related to greater coherence between self- and ideal-self perceptions. (Author/JW)

Descriptors: Elementary Education, Gifted, Labeling (of Persons), Self Actualization, Self Concept, Self Concept Measures, Self Congruence, Self Evaluation (Individuals), Social Adjustment

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A