Early Entrance to College and Self-Concept: Comparisons Across the First Semester of Enrollment

This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. The measures included a general demographic questionnaire and the Piers-Harris Self-Concept Scale, 2nd edition (PH-2). Results indicated that st...

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Bibliographic Details
Published inJournal of advanced academics Vol. 21; no. 1; pp. 40 - 57
Main Authors Shepard, Samuel J., Nicpon, Megan Foley, Doobay, Alissa F.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2009
Sage Publications, Inc
SAGE PUBLICATIONS, INC
Prufrock Press Inc
Subjects
Academically Gifted
Acceleration (Education)
College Freshmen
College Students
Colleges & universities
Comparative Analysis
Educational acceleration
Emotional Adjustment
Enrollment
Interpersonal Attraction
Life Satisfaction
Longitudinal Studies
Psychological aspects
Psychological Patterns
Sample size
Self Concept
Self esteem
Self Evaluation (Individuals)
Social Adjustment
Studies
Talented students
United States
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Summary:This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. The measures included a general demographic questionnaire and the Piers-Harris Self-Concept Scale, 2nd edition (PH-2). Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical Appearance and Attributes, as well as Happiness and Satisfaction. Overall, mean group scores on the PH-2 total and subtest self-esteem measures were in the average range, both before and after the participants’ first semester of college. This is a positive finding that points to this group of students’ generally positive impressions of their behavior, intelligence, physical appearance, popularity, feelings of anxiety, and overall happiness. These findings offer additional support that academic acceleration among gifted students is not related to decreases in self-concept.
ISSN:1932-202X
2162-9536
DOI:10.1177/1932202X0902100103