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The Effects of Enrichment on Self-Concept and Creative Thinking

There is a proliferation of programs providing services to gifted and creative students. A number of the programs lack any theoretical basis for program structure. Few models for appropriate programs have emerged and been tested or validated in terms of their effectiveness with gifted students. Many existing programs purport to develop the creative thinking abilities and self-concepts of participants by means of program activities, the skills of the teachers, or the atmosphere in which the program is carried out. Yet, few studies seek to systematically measure the extent to which these programs actually accomplish what they set out to do. Even fewer studies include a control group with which to compare the performance of students in a program. The literature supports the possibility of changes in selfconcept and creative thinking resulting from specified training activities and programs for the gifted as well. The findings are mixed, however, as to whether self-concepts increase or decrease during the course of such a program. Two studies (Fults, 1980; Rodgers, 1979) reported a decrease in the self-concepts of gifted students when placed in groups with others of similar ability. Two other studies found that self-concepts of students increased during the course of a program (Ketcham & Snyder, 1977; Lutfiyya, 1977). Studies, which compared the self-concepts of students in programs or special classes with students who