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The concept of “overexcitability” has recently become popular within the field of giftedness and talent research. Some authors argue that overexcitability questionnaires can be used to identify gifted/talented individuals. A sample of intellectually gifted adults ( n =96; mean age: 31.4; SD =0.3) was compared to a sample of adults of average intelligence ( n =91; mean age: 31.4; SD =0.4). Additionally, a sample of 123 high achievers (mean age=30.5; SD =0.3) was compared to 97 average achievers (mean age: 30.5; SD =0.3). The “Overexcitability Questionnaire-Two” was used to assess emotional, imaginational, intellectual, psychomotor, and sensual overexcitability. The gifted adults scored statistically significantly higher on “intellectual overexcitability” (d =.42). High and average achievers differed statistically significantly in “intellectual overexcitability” ( d =.56) and “sensual overexcitability” ( d =.32). For the giftedness sample, the accuracy of group membership prediction (gifted/non-gifted) via discriminant analyses was 60.4%. For the performance sample, the accuracy was 63.4%. The observed differences in the overexcitabilities were small; the risk of misclassification is too big to attempt to identify gifted or high achieving adults solely on the basis of overexcitability scores. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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Studies on the well-being of gifted adults are rare, and the available studies are often limited by methodological shortcomings. In a longitudinal project 101 intellectually gifted adults (mean IQ = 136) were compared to 91 adults of average intelligence (mean IQ = 103). Subjective well-being was operationalized by positive and negative affectivity, general life satisfaction and satisfaction with life in specific domains (work, spouse/partner, self and friends, health, and leisure). Gifted and nongifted respondents did not differ statistically significantly in any of the components of subjective well-being. However, gifted adults reported somewhat lower satisfaction with the domain of leisure (d = -.28). In the gifted group satisfaction with the domain of work accounted for a statistically significant amount of the variance in the criterion of general life satisfaction; in the nongifted group both work and self and friends were relevant. (PsycINFO Database Record (c) 2016 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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Studies have shown sex differences regarding ‘overexcitabilities’: women score higher than men in emotional and sensual overexcitability whereas men tend to excel in intellectual as well as in psychomotor overexcitability. Some studies even found no sex differences at all. Many studies comprised gifted/talented subjects. Taking into account the few studies that simultaneously examined the factors ‘giftedness’ and ‘sex’ in relation to overexcitability and that yielded conflicting results, our study attempts to clear these heterogeneous findings by investigating a German sample. Our study comprised intellectually gifted ( n = 96) and averagely intelligent ( n = 91) adults who filled out the ‘Overexcitability Questionnaire-Two’. We found no statistically significant interaction of ‘giftedness × sex’. Women (regardless of their intellectual status) scored statistically significantly higher than gifted and non-gifted men on emotional as well as sensual overexcitability. With regard to the factor ‘giftedness’, gifted individuals displayed a statistically significantly higher intellectual overexcitability. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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- Book Section (1)
- Journal Article (4)
Año de publicación
- Entre 2000 y 2026 (5)