Self-concept and academic achievement of underprivileged gifted children

Pages: 1202-1206
Sameena Manasawala and Anuradha Sahasrabudhe (Department of Education, Tilak Maharashtra Vidyapeeth, Pune, Maharashtra)

Gifted children from underprivileged backgrounds are at a double disadvantage. This is because there is lack of awareness regarding giftedness in their surroundings as well as impoverished environment which leaves their potential unrecognized and undeveloped. For India as a nation with immense human resource potential it is important to understand which individuals possess inherent capacities that are likely to lead to future high achievements? Is it high intelligence or high academic achievement? Do positive self-image and self-esteem determine future success in gifted children? Thus, this study attempted to understand the self-concept of gifted children in relation to their academic achievement. Findings of this study revealed that there is a strong relationship between academic achievement and certain self-concept domains among the gifted population. Gifted children who underachieve in academics have a lower self-concept leading to poor evaluation of one’s intellectual capability, and poor social adjustment. Thus, gifted underachievers may need support and nurturing to transform their inherent potential into successful performance. A few recommendations have been made: (i) a shift in the attitude of teachers, parents and the community to look beyond academic performance and value intelligence and thinking abilities in children, (ii) offering gifted academic underachievers the opportunity to perform and excel in non-academic areas which may enhance their self-concept, and (iii) including self-concept enhancement program while designing nurturing programs for underprivileged and underachieving gifted children.