ABSTRACT
The reciprocal relationship between academic self-concept and academic achievement is particularly important from an intervention perspective: Although self-enhancement programs, designed to increase self-perceptions and self-beliefs, were created with the goal of facilitating subsequent academic achievement, it seems more reasonable to create an intervention with both self-enhancement and skill-development in mind. Research findings from school, work, and physical domains indicate intrinsic motivation is a medium to strong predictor of performance. Psychosocial skills, including self-beliefs and motivation, are malleable and valuable in gifted education and beyond, but we have a shallow understanding of interventions designed to enhance psychosocial skills. In thinking about how to design a school-based psychosocial intervention program, Proyer et ah provided a sequential four-step strategy for implementing a strength-based intervention program for gifted individuals: Enrichment opportunities, like summer programs or afterschool programs, offer positive alternatives for serving smaller groups of students.
