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 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.

[1]  Kathleen D. Noble,et al.  A Place to Be Celebrated and Understood , 2008 .

[2]  Kathleen D. Noble,et al.  A Passion for Learning: The Theory and Practice of Optima Match at the University of Washington , 2008 .

[3]  Robert A. Cribbie,et al.  Social Support, Self-Esteem, and Stress as Predictors of Adjustment to University Among First-Year Undergraduates , 2007 .

[4]  Kathleen D. Noble,et al.  Love and Work , 2007 .

[5]  G. Wilson,et al.  What Predicts Adjustment Among College Students? A Longitudinal Panel Study , 2007, Journal of American college health : J of ACH.

[6]  S. Assouline,et al.  A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. Volume 2. , 2004 .

[7]  S. Assouline,et al.  Early-Entrance Students: Impressions of Their First Semester of College , 2003 .

[8]  C. Henderson,et al.  Socioemotional Factors Contributing to Ad justment Among Early-Entrance College Students , 2002 .

[9]  Kathleen D. Noble,et al.  Different Strokes: Perceptions of Social and Emotional Development among Early College Entrants , 1998 .

[10]  C. Sigelman,et al.  Sex Differences in Self-Concept and Symptoms of Depression During the Transition to College , 1998 .

[11]  P. Olszewski-Kubilius.  A summary of research regarding early entrance to college , 1995 .

[12]  Kathleen D. Noble,et al.  All Rivers Lead to the Sea: A Follow-Up Study of Gifted Young Adults. , 1993 .

[13]  Ann E. Lupkowski,et al.  The Impact of Early Entrance to College on Self-Esteem: A Preliminary Study , 1992 .

[14]  B. Loyd,et al.  Socioemotional Adjustment of Adolescent Girls Enrolled in a Residential Acceleration Program , 1991 .

[15]  J. Stanley.  Critique of "Socioemotional Adjustment of Adolescent Girls Enrolled in a Residential Acceleration Program" , 1991 .

[16]  S. Hesse-Biber,et al.  From high school to college: changes in women's self-concept and its relationship to eating problems. , 1991, The Journal of psychology.

[17]  Linda E. Brody,et al.  Accelerative Strategies: How Effective are they for the Gifted? , 1987 .

[18]  J. Stanley,et al.  More About "Young Entrants to College: How Did They Fare?" , 1986 .

[19]  S. Assouline,et al.  Proceedings from the 1993 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development , 1994 .

[20]  G. A. Davis,et al.  Handbook of Gifted Education , 1991 .