Self-actualization of the gifted and talented: a measurement using the brief index of self-actualization

Abstract

The ultimate goal of education is to enable every student to comprehend and consolidate one's ability, which is coined as self-actualization. This study pertains to examine the selfactualization; as described by Maslow’s theory of human needs; among students that are identified as gifted and talented adolescents. A total of 369 gifted and talented students were selected (purposive sampling) from three different schools for this study. The sample participants in this study consisted of students who were 16 of age and have academically excelled in the lower secondary national assessment (PT3). Respondents were administered with a questionnaire consisting 44 items on self-actualization. Items on self-actualization were adopted from the research done by Sumerlin and Bundrick (1996) which were translated back to back, from English to Malay. Multiple analysis of variance suggest that male students are more self-actualized compared to female students. Separate analysis was carried out on 25 subsamples were identified as musically inclined respondents in comparison to the academically inclined, revealing significant differences in the areas of attaining full potential as well as exhibiting sensitivity to the needs of others. The implication of these findings calls for teachers’ support for the gifted and talented students to fully maximize their potentials. The findings may provide a guideline on the aspects which gifted and talented students’ need are to be addressed besides acknowledging their strengths. Further research to move beyond the limitations of this study should include a larger, more diverse samples particularly to compare with typical peer students.