The Mary Poppins effect: Relationships between gifted students' self concept and adjustment

Actual/idealized and actual/public self concept coherence was used as a measure of adjustment to being labeled gifted and subsequently participating in a gifted education program for 128 gifted fifth through eighth graders. Results indicated overall better adjustment was significantly related to greater coherence, with some differences noted among extremely well and poorly adjusted students. Suggestions for helping students deal constructively with integrating their new status (as gifted) are offered. The authors wish to thank Dr. Jana Oummings, Executive Director of Elementary Instruction, Dr. Jerry Cooper, former principal of Pleasant Lea Junior High School, and the staffs of the A.S.P.I.B.E. and A.C.E. programs, Lee's Summit, MO, for their support and coopeiation in conducting this project. Special commendation is offered for their interest in and concern for their gifted students.