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A qualitative exploratory interview-based design collected data through semi-structured interviews with ten GT students in grades 8–12 across three UAE school programs. Analysis indicated positive self-concept across three dimensions: general, academic, and social, suggesting the programs nurture strengths, value effort, develop skills, and emphasize future community roles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-influence-of-gifted-and-talented-programs-on-students-self-concept-research-paper/593197/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-influence-of-gifted-and-talented-programs-on-students-self-concept-research-paper/593197.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To explore how gifted and talented (GT) programs influence students’ self-concept from the students’ perspectives in the UAE.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"Ten GT students from grades 8–12 were interviewed using semi-structured interviews, and qualitative analysis was used to identify patterns in self-concept across dimensions.",{"name":119,"@type":110,"acceptedAnswer":120},"What dimensions of self-concept did students show positive results in?",{"text":121,"@type":113},"Students exhibited positive self-concept in three dimensions: general, academic, and social.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593197,1792165228,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Influence of Gifted and Talented Programs on Students’ Self-concept  \nBy Ghina Kalaji∗ & Nadera Alborno±  \nThe purpose of this research is to explore the influence of high school gifted and talented (GT) programs on students’ self-concept from the students’ perspectivesin the UAE. A qualitative, exploratory, interview-based study was employed to answer the following question: How gifted and talented programs influence students’ self-concept? Data were collected using semi-structured interviews.  \nTen GT students from grades 8-12 were interviewed from three different GT programs in UAE schools. Analysis revealed that students exhibited positive self-concept in three dimensions: general, academic, and social. The GT programs in the UAE seem to influence students’ self-concept positively by nurturing their strengths, valuing their efforts, developing their skills, and emphasizing their future roles in the community.  \nKeywords: self-concept, BFLPE, acceleration, enrichment, gifted and talented  \nIntroduction  \nParents and educators are often concerned about gifted and talented (GT) students' academic progress and many researchers seem to focus on the development of their creativity. However, we need to hear those students’ voices and understand their perspectives. GT students are often viewed as the brightest, smartest, and highest achievers, yet how do these students perceive themselves?  \nThere is a plethora of research conducted on GT students’ self-concept that is how a person perceives oneself influenced by different factors (Bain & Bell, 2004; Colangelo, Kelly, & Schrepfer, 1987; Hoge & Renzulli, 1993), and a variety of models are explored to explain how GT students view and perceive themselves. That is, taking in consideration their accelerated development academically, psychologically, and emotionally. Also, different studies demonstrated various effects of GT programs on students’ self-concept (Cunningham & Rinn, 2007; Fiddyment, 2014; Hertzog, 2003). What happens when GT students are enrolled in special programs with alike students and how this is reflected in the development of their self-image are important points to explore.  \nPurpose and Research Questions  \nThe purpose of this study is to explore the influence of GT programs on students’ self-concept from the students’ perspectives. There are several facets tobe explored such as the influence of the GT programs on students’ general, academic, and social self-concepts. This study is an opportunity to examine  \n∗Graduate Student, American University in Dubai, UAE.  \n±Associate Professor, American University in Dubai, UAE.  \nstudents’ experiences to reveal: how gifted and talented programs influence students’ self-concept in the UAE?  \nSignificance  \nIn many similar studies (Cunningham & Rinn, 2007; Dai, Rinn, & Tan, 2013; Preckel, Rach, Scherrer, 2016), quantitative methods such as Analysis of variance (ANOVA) and Likert-type scale were applied to measure the influence of various GT programs on students’ self-concept. The self-concept literature is packed with studies applying self-report questionnaires such as: Self-Description Questionnaire II, developed by Marsh; however, few studies have explored deeper by employing interviews to find out more about students’ perceptions about themselves and how they develop their self-concept. As a result, a qualitative approach was employed to explore the students’ thinking process and how they perceive the influence of being enrolled in GT programs on their self-concept’s various facets.  \nLiterature Review  \nUnderstanding Self-concept  \nIn broad terms, self-concept is a person’s perception about oneself. Shavelson, Hubner, and Stanton (1976) in their attempt to integrate different self-concept definitions, concluded that the perceptions we hold about ourselves are formed through our experiences with our environment and are influenced by reinforcementsand significant others.  \nPrior to 1980, self-concept researchers noted ","cbCaimufejwJAyRe","https://ap.wps.com/l/cbCaimufejwJAyRe","pdf",205509,16,"English","# Introduction\n# Purpose and Research Questions\n# Significance\n# Literature Review\n## Understanding Self-concept\n## Model of the Structure of Self-concept","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To explore how gifted and talented (GT) programs influence students’ self-concept from the students’ perspectives in the UAE.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Ten GT students from grades 8–12 were interviewed using semi-structured interviews, and qualitative analysis was used to identify patterns in self-concept across dimensions.\"},{\"question\":\"What dimensions of self-concept did students show positive results in?\",\"answer\":\"Students exhibited positive self-concept in three dimensions: general, academic, and social.\"}]","The Influence of Gifted and Talented Programs on Students’ Self-concept - research paper | PDF",1792076804]