Giftedness and High School Dropouts - Neag Center for Gifted ...

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Table 7
Factor Loadings, Percentage of Variance, and Alpha Reliabilities on the Self-concept and
Locus of Control Items
Factor
Opinions about myself Factor 1 Factor 2
I feel good about myself
I feel I am a person of worth, the equal of other people
I am able to do things as well as others
On the whole I am satisfied with myself
When I make plans, I am certain they work
*I do not have enough control over life
*Good luck is more important than hard work
*Every time I try to get ahead, somebody stops me
*I feel plans hardly ever work out
*I feel useless at times
*At times I think I am no good at all
*I do not have much to be proud of myself for
*Chance and luck are very important for my life
.72
.74
.74
.69
.51
.55
.52
.68
.71
.62
.62
.58
.61
Percent of Variance
Alpha Reliability
13.00
.75
32.50
Note. Some items (*) were transformed to make high mean scores indicate positive self-concepts and
stronger locus of control. (The scores ranged from 1 to 4)
.79
Study 2: Analysis of Student Questionnaire
Research Question 1: What are the descriptive characteristics of gifted
dropouts regarding their personal background (SES, race/ethnicity, father's highest
level of education, and mother's highest level of education)
Several descriptive data analyses were conducted to obtain general characteristics
of gifted students who dropped out of school. Four descriptive analyses were conducted
regarding percentages of gifted students who dropped out of school by (a) SES, (b)
race/ethnicity, (c) father's highest level of education, and (d) mother's highest level of
education.