« Qui suis-je ? » : diversité des représentations de soi chez des adolescent(e)s à haut potentiel intellectuel

Abstract

The sense of being different sometimes felt by gifted students (Intellectual Quotient? to 130) could mean it is harder for them to build their self identity. The objective is to understand the diversity of gifted students' self representations through a self-portrait analysis. 227 gifted students (45 girls-182 boys), aged from 9 to 15 years of age, taught in heterogeneous (n= 43) or homogeneous (n = 184) classes responded by writing to the question 'Who am I' (Self-Perceptions Genesis Technique; L'Ecuyer, 1990). Data was analysed using the content analysis software ALCESTE (Reinert, 2003). Analysis of the hierarchical classification obtained demonstrates six self portrait strategies differentiated according to level of academic achievement, age, type of schooling and gender. These results generally go against accepted notions of stereotyped and standardised representations of gifted students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)