ABSTRACT
The locus of control as measured by the Nowicki-Strickland Locus of Control Scale was investigated for 68 rural, southern elementary gifted students, ages 8 to 14 years. The scores became more internal with older ages, and the girls (n = 34) tended to have more internal locus of control across grades.
Subject(s)
Child, Gifted/psychology , Internal-External Control , Rural Population , Adolescent , Child , Female , Humans , Male , Personality InventoryABSTRACT
Self-control was studied for 34 boys and 34 girls who ranged in age from 8 to 14 years and resided in a rural southern area. Boys tended to rate themselves higher than did the girls.
Subject(s)
Child, Gifted/psychology , Internal-External Control , Personality Development , Self Concept , Child , Female , Humans , Intelligence , Male , Personality AssessmentABSTRACT
The self-actualization of 74 intellectually gifted youth in Grades 4 through 8 was studied through the administration and data analysis of Reflections of Self by Youth. Scores for boys and girls were similar and more like those of bright youth of a prior study than like those of the subjects of normal intelligence.
Subject(s)
Child, Gifted/psychology , Personality Development , Self Concept , Adolescent , Child , Female , Humans , Male , Personality TestsABSTRACT
The correlations among the subscales on the High School Personality Questionnaire and the Leadership Skills Inventory, estimated for 95 student leaders, were numerous, significant, and positive but of small magnitude. Several significant differences were found between boys and girls.
Subject(s)
Leadership , Personality Development , Personality Inventory , Adolescent , Female , Humans , Male , PsychometricsABSTRACT
There is a paucity of research on the social skills of student leaders, although studies have been conducted on other groups of students and adults. In this study, the Social Performance Survey Schedule was administered to 114 student leaders in Grades 6 to 11. Consistent with previous research applying the survey on diverse populations, girls engaged in more positive social behaviors, fewer negative behaviors, and had higher over-all performance than boys. Suggestions for those who may have contact with such students were made.
