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Evidence-based knowledge about intellectual giftedness is important for identifying, counseling, and fostering intellectually gifted students. How much teachers actually know about intellectual giftedness is unclear because previous studies have relied solely on self-reports. This study aimed to: (a) develop a test for the assessment of teachers’ knowledge about intellectual giftedness defined as an intellectual capacity significantly above average, the identification of giftedness, and characteristics of gifted students; and (b) inspect some correlates of teachers’ performance on a knowledge test. The final version of the test comprised 38 items and a true–false–do-not-know response format. Sixty-three German secondary school teachers completed the test. On average, teachers answered 26.8% of the items correctly, 34.7% incorrectly, and 38.1% with “do not know.” The higher teachers’ rate of misconceptions, the more negative was their attitude toward fostering gifted students. Personal contact with the gifted was correlated with subjective knowledge but not with assessed knowledge. The results stress the importance of intellectual giftedness as a psychological topic to be addressed during teacher education. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Studies investigating the life satisfaction of intellectually gifted and non-gifted students are scarce and often suffer from methodological shortcomings. We examined the life satisfaction of gifted and non-gifted adolescents using a rather unselected sample of N = 655 German high-school students ( n = 75 gifted), adequate comparison groups of non-gifted students, and a clear definition of giftedness (general intelligence g > 2 SD above the mean). There was no difference in life satisfaction between gifted and non-gifted adolescents ( d < |0.1|). Girls reported somewhat lower life satisfaction scores than boys ( d = 0.24). However, this result was not specific to giftedness but was instead found across the entire sample. Thus, gifted girls were not found to be especially unsatisfied with their lives. Our findings support previous research showing that giftedness is not a risk factor for impaired psycho-social well-being of boys or girls. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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There are many reasons to believe that intellectually gifted children and adolescents display lower levels of subjective well-being than non-gifted. For example, intellectual giftedness is suspected by some to be a risk factor of socio-emotional difficulties. Further, negative stereotyping and stigmatization might impair socio-emotional adjustment and therefore subjective well-being of the gifted. On the other hand, intelligence is a highly valued characteristic in societies, which helps to achieve personal goals and might therefore increase subjective well-being. Based on clear definitions of both intellectual giftedness and subjective well-being, the present chapter first takes a gander at contrary theoretical positions regarding the subjective well-being of the intellectually gifted. Afterwards, evidence from empirical studies using different research designs is presented, including longitudinal studies focusing exclusively on gifted samples and studies directly comparing gifted and non-gifted individuals. Although some designs might be more appropriate than others, overall they paint a remarkably consistent picture: At most, only two minority groups of gifted, namely gifted underachievers and extremely gifted seem to display psycho-social problems. When the entire group of intellectually gifted children or adolescents is examined, mostly no differences appear in different indicators of subjective well-being, seemingly regardless of gender. If differences occur they are small and favor the gifted. By contrast, only few studies find more psycho-social problems among the gifted than among the non-gifted on average, but these studies are based on highly selective samples and lack of adequate comparison groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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- Journal Article (2)