Classroom Factors that Influence Self-esteem in Gifted Children : A Case Study in Sri Lanka

Abstract

This study examines how factors in the classroom environment influence gifted children and their self-esteem in Junior Secondary level classes in Sri Lanka, using a sample survey design. One hundred and two male and female gifted students at Junior Secondary level from two geographical provinces were selected using the snowballing sampling method, with the Ravens Standardized Matrix Test and teacher nominations. The Coppersmith’s Self Esteem Scale was employed to examine these children’s self-esteem and a self-developed screening test was implemented to identify the factors in the classroom environment that influenced them. The results of the study revealed that such gifted children presented significant classroom environment trigger factors, such as teaching-learning issues, neglect by the teachers, unhappiness with their teachers, lack of attention from the teachers, teachers’ lack of teaching skills and methods, peer pressure and peer relationships issues. Due to these classroom influences, the children presented psychological difficulties including physical, emotional and behavioral difficulties. Of these, emotional difficulties showed higher scores as compared to other difficulties. When considering self-esteem, forty-seven children presented an overall low score in contrast to both average and higher scores in the sample. There was a significant positive correlation between emotional, behavioral and physical difficulties and self-esteem. Thus, it seemed that the development of professional skills and the need for further teacher training related to special education are vital. It is also important to provide integrated professional counselling services to strengthen the self-esteem and well-being of talented children, in the school system.