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Self-Esteem and Locus of Control

Title: Self-Esteem and Locus of Control: A Longitudinal Analysis of Twice-Exceptional Learners.
Name(s): Best, Lori Jean, author
Pfeiffer, Steven I., professor directing dissertation
Lewis, Sandra, university representative
Prevatt, Frances A., committee member
Canto, Angela I., committee member
Florida State University, degree granting institution
College of Education, degree granting college
Department of Educational Psychology and Learning Systems, degree granting department
Type of Resource: text
Genre: Text
Doctoral Thesis
Issuance: monographic
Date Issued: 2017
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (157 pages)
Language(s): English
Abstract/Description: The coexistence of extraordinary gifts and exceptional impairment residing within the same individual is an inherently curious contradiction. Empirical research on gifted students with one or more disabilities, termed twice-exceptional, is limited. The purpose of this investigation was to explore the role of twice-exceptionality on key constructs related to identity development and self-regulation. This study examined developmental changes in students’ self-esteem ratings and locus of control ratings from eighth grade through twelfth grade, and compared students identified as twice-exceptional with their peers who were identified as gifted-only, disability-only, or non-identified (i.e., a group of “typical” students). Participants were sampled from an existing dataset – the National Educational Longitudinal Study. Measures included questionnaire items adapted from the Rosenberg Self-Esteem Scale (1965), and from Rotter’s Internality-Externality Scale (1966). Results of a two-way mixed design MANOVA revealed no differences between groups on a combination of self-esteem and locus of control ratings, meaning that developmental patterns over time were similar across all ability classifications. Students in the gifted-only group reported the highest levels of self-esteem and the most internalized locus of control, whereas students in the disability-only group reported the lowest self-esteem and most externalized locus of control. Significant differences were revealed between average ratings of twice-exceptional students and ratings of their peers. This manuscript concludes with a discussion of the study’s limitations, implications drawn from the study’s findings, and directions for future research.
Identifier: FSU_SUMMER2017_Best_fsu_0071E_13723 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy.
Degree Awarded: Spring Semester 2017.
Date of Defense: April 7, 2017.
Keywords: Disabilities, Gifted, Identity, Locus of Control, Self-esteem, Twice-exceptional
Bibliography Note: Includes bibliographical references.
Advisory Committee: Steven Pfeiffer, Professor Directing Dissertation; Sandra Lewis, University Representative; Frances Prevatt, Committee Member; Angela Canto, Committee Member.
Subject(s): Gifted children -- Education
Developmental psychology
Persistent Link to This Record:
Owner Institution: FSU

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Best, L. J. (2017). Self-Esteem and Locus of Control: A Longitudinal Analysis of Twice-Exceptional Learners. Retrieved from