Abstract
Purpose. The purpose of this study was to determine whether or not there were significant correlations among intelligence, self-esteem, and student achievement in Language, Mathematics, and Reading with gifted elementary school students. It further attempted to determine which of the independent variables of self-esteem and IQ was the best predictor of a student's success in the academic areas of Language, Mathematics, and Reading. Finally, since this was a modified replication study, it sought to compare the results of this research with the original Finnegan study of 228 gifted private school elementary students in grades three-through-six. Methodology. Four kinds of instruments were utilized in this study. The Behavioral Academic Self-Esteem (BASE), was used by teachers to measure students' academic self-esteem. The Coopersmith Self-Esteem Inventory (SEI), was used to measure students' attitudes toward self in social, academic, family, and personal areas. The Comprehensive Test of Basic Skills (CTBS) measured student achievement in Language, Mathematics, and Reading. Student intelligence quotient were derived from the Stanford-Binet Intelligence Scale. Relationships among the three variables were determined by using the Pearson r product-moment correlation technique. Stepwise multiple linear regression analyses were performed to determine whether the independent variables of intelligence and self-esteem taken simultaneously significantly increased the correlation with the measures of student achievement. Findings. Non-significant, but positive correlations were found between self-esteem (BASE and SEI) and IQ. No significant correlations were found between IQ and academic achievement in Language, Mathematics, and Reading. SEI had low positive correlations with Language and Mathematics, but showed a significant positive correlation with Reading. BASE was significantly correlated with student performance in all three academic areas. Although BASE alone proved to be the best predictor of school achievement it did not account for enough of the variance of total achievement to be of practical use in a prediction equation. No significant correlations were found between sex and the independent and dependent variables. Conclusions. This study indicated a weak, but positive relationship existed between self-esteem and student achievement. The study further suggests that a student's perception of himself may be an important predictor of success in the academic areas. Recommendations. The following recommendations were made: (1) Replicate study using gifted and non-gifted students at the pre-school, elementary school, middle school, and high school level; (2) investigate the relationship between teacher self-esteem and their students' self-esteem; (3) incorporate self-esteem assessment in the gifted screening process and provide help where needed and; (4) make programs for self-esteem a part of the regular curriculum.