Gifted early adolescents’ negotiating identity : A case study of self-presentation theory

Luus, Susan Kathryn & Watters, James J. (2012) Gifted early adolescents’ negotiating identity : A case study of self-presentation theory. The Australasian Journal of Gifted Education, 21(2), pp. 19-32.

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Abstract

Academically gifted students are recognised as possessing considerable achievement potential. Yet many fail to perform at a level commensurate with their ability. Often gifted students in early adolescence are faced with a forced choice between fulfilment of potential and achieving stable positive relationships with peers. This choice can affect their achievement and may have far-reaching personal and social costs. This case study explored the viability of self-presentation theory to explain students' ways of negotiating their sense of self whilst developing public identity and the concomitant affects on achievement and the fulfilment of potential. It examined how gifted students moderate their images in their learning and extra-curricular environments. Further, the study identifies those self-presentation strategies adopted that either facilitate or hinder achievement. This study may assist parents, educators and school counsellors to provide greater support for gifted adolescents.

Impact and interest:

1 citations in Scopus
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ID Code: 58688
Item Type: Journal Article
Refereed: Yes
ISSN: 1323-9686
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 27 Mar 2013 00:40
Last Modified: 12 Jun 2013 15:40

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