The social context and developmental patterns of crystallizing experiences among academically talented youth

Abstract

This study examined the social context in which crystallizing experiences, experiences which solidify the individual's awareness of some aspect of the self, occurred among 422 academically talented youth entering the sixth through tenth grades. Content and chi square analyses indicate that most crystallizing experiences occur in a public setting, are related to personal achievement, do not require conscious self‐initiative, and usually involve significant interaction with another person. The data suggest that experiences which result in recognition and affirmation of ability at an early age may help to establish a positive academic self‐concept and foster further development of self‐identity.