Self-Descriptions of High-Performing and Regular-Performing Primary School Students: An Open, Exploratory Study

Abstract

ABSTRACT This study examined self-descriptions of high-performing students and other students and compared the descriptions of these two groups. The concept map, with the open-ended question “Who am I?,” was completed by 133 high-performing students and 160 other students. The self-descriptions of these students were subdivided into eleven categories. High-performing students reported mainly characteristics and skills, followed by sport. This pattern was reversed for the other students. School or scholastic skills, both positive and negative, were mentioned more often by high-performing students. Other notable differences between those groups and specific age and gender differences are discussed. The insights from this study are relevant for science, because studies concerning self-concept of primary school students are scarce, and for educational practice, because teachers might use concept maps in their classroom.