Self-concept and mathematical talent: A comparative study with adolescents in Paraguay
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Abstract
Gaps remain in understanding how self-concept dimensions vary between talented adolescents and general education students. This study examines differences in self-concept dimensions (academic/
occupational, social, family, physical, and emotional) among 253 Paraguayan adolescents with mathematical
talent enrolled in a mathematics enrichment program and general education students. A descriptive-comparative design was employed, using the AF5 instrument to assess self-concept, later analyzed through cluster analysis. Results showed that mathematically talented students demonstrated
higher academic and emotional self-concept, while General Education students scored higher in the family dimension. The cluster analysis identified four distinct self-concept profiles. These findings highlight the importance of educational and socioemotional contexts for the holistic development of self-concept in mathematically talented students.
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