Gender- and Giftedness-specific Differences in Mathematical Self-concepts, Attributions and Interests

Although there is a consensus on the fact that both sexes are equally gifted across all academic domains, in Germany just like in other western and northern European countries girls are in proportion decidedly underrepresented in support programs that aim at mathematically gifted primary school-children. Thus, from the perspective of giftedness-research, it is of interest to ascertain aspects that might make possible a more differentiated identification and support. This calls for a holistic approach which among other factors may include achievement motivation. In this article a quantitative study will be reported which can clarify the significance of self-concept, patterns of attributions and interests as determinants for the identification of giftedness. Beyond that, results of a qualitative case study will be presented that indicate the effect of the identification of giftedness on the development of individual mathematical potentials.