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Gifted children have been studied by educators for many years. However, gifted adults have not been researched as extensively. The subject of this study was to determine whether characteristics which are recognized in the literature as unique to gifted children are also unique to gifted adults. The study explored questions such as: Do gifted college-age individuals have unique characteristics which are not shared by their nongifted peers? If there are unique characteristics what might they be? Do the parents of college-age individuals agree or disagree with their children's perceptions of selected personal characteristics? Are there significant differences between male and female gifted college-age individuals? If there are significant differences what are they? To explore these questions one hundred twenty college-age students, their parents, and one faculty member each were surveyed. The survey developed was a Likert scale containing forty items. Students marked their self-perception for each item. Parents and faculty marked each item indicating how they perceived the student. The student, parent, and faculty responses were compared by t-test to determine whether they showed statistically significant differences in personal characteristics between the gifted and nongifted students. Students' self-perceptions were compared to parent and faculty perceptions. Sixty of the students surveyed had been identified as "gifted" by the public school they attended in Oregon. The other sixty students had not been identified as "gifted" by the Oregon public school they attended. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to document qualitative descriptors of student behaviors associated with giftedness as valued by the native Hawaiian community. Four research questions were asked: (a) Within the native Hawaiian community, how is giftedness defined? (b) What characteristics do the native Hawaiian community identify as indicative of giftedness in children? (c) To what degree does cultural distinctiveness affect native Hawaiian students' expressions of traits, aptitudes, or behaviors associated with giftedness? and (d) How does the native Hawaiian concept of giftedness relate to a set of core attributes associated with giftedness? Twenty key informants from the Hawaiian islands of Hawai'i and O'ahu were interviewed and the content of the interviews was inductively analyzed. The Hawaiian viewpoint about outstanding human abilities began with the belief that everyone is given gifts by those who come before. The areas of these gifts comprehensively span the whole spectrum of human experience and were believed to be expressible throughout a person's lifetime and across generations. In the Hawaiian community, individuals who excel with their given gifts are doing what they are supposed to do. Therefore the expression of their gifts is a natural phenomenon, not an anomaly or deviation from common law. Five rucial conditions were identified for the nurturance of given gifts. Topical ideas or categories of valued human qualities also emerged. Descriptions of specific traits, aptitudes, and behaviors valued within the Hawaiian community were given. The findings of this study appear to support the idea that gifted individuals, are present in every cultural group. There are however, differences in the interpretation of what constitutes giftedness in the Hawaiian community. The distinct differences included new dimensions such as spirituality, the conscious awareness of one's self, others (whether others were in the past, present, or future time frames), and one (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This study examined the relationship between giftedness in women and their perceptions of how their parents behaved toward them in terms of acceptance, psychological control, and behavioral control. Sixty-six gifted and nongifted women constituted the sample of investigation. Giftedness was assessed in four areas: learning, motivation, creativity, and leadership. Perceptions of the three parental behaviors were evaluated separately for the mothers and for the fathers. Findings suggested that perceptions of acceptance, psychological control, and behavioral control were significantly related to giftedness scores in women. In addition, gifted women were found to perceive that their mothers and fathers accepted them, supported their psychological autonomy, and exerted behavioral control over them. Perceived maternal acceptance and paternal psychological control were significantly predictable from giftedness scores. No significant differences were found between the formally identified gifted and nongifted women with respect to perceptions of the parental behaviors. However, significant differences were found between the two groups on their giftedness scores, indicating that giftedness was validly measured in the study. A discussion of the results, implications, and suggestions for future research are presented. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This hypothesis-generating study explored the gender schemata of a select group of 13 gifted male adolescents. Focusing on recent feminist scholarship that has emphasized males' inherently problematic relationship to women and femininity, this study identified the cognitive/developmental and motivational factors facilitating these boys' identification with feminine values. These feminizing influences can be summarized as follows: an identification with a maternal imago; an increased involvement in extrafamilial relationships, especially among opposite-sex peers; and an intellectual perspicacity that rejects patriarchal values. The study also discussed factors that at times impede their internalization of feminine values. Based on the accumulated data, the study generated the following hypotheses to be investigated by further research: (1) Aware of feminist ideology, gifted males construct gender schemata sympathetic with feminist ideology. (2) Gifted male adolescents are strongly motivated to identify with "feminine" values--affectivity and relationality. (3) Although the boys' attachment to the mother inspires an introjection of feminine values, it is in the realm of their reawakened sexuality that deep-seated oedipal and preoedipal fears will resurface and challenge this ideal. (4) Gifted adolescent males, negotiating nontraditional sexualities, are particularly at-risk for feeling anxiety about their sexual and sex-role identities. (5) Gifted adolescent boys have a tendency toward an overintellectualization that can distance them from their own affectivity. (6) Constructing new gender schemata and sexual regimes, these youngsters will be impelled to acknowledge the limits of their own rationalism in achieving an integrated self-concept. Finally, it is suggested that this study's results can broaden and deepen our conceptions of giftedness, gender, and cognition. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Problem. This study examined the relationship between giftedness and levels of depression and self-esteem at two points in time. It was hypothesized that psychosocial stressors experienced by gifted children would result in higher levels of psychopathology in the form of depression and lower self-esteem among the gifted than among their nongifted peers. In addition, it was hypothesized that as gifted children grew older and progressed in school, levels of low self-esteem and depression would become more profound. Method. Equal numbers of elementary and high school gifted and nongifted children were selected to participate in the study. Sixty high school gifted and nongifted tenth and eleventh grade students and sixty elementary fourth and fifth grade students were randomly selected to participate in the study. Subjects were given the Culture-Free Self-Esteem Inventory and the Children's Depression Inventory. In addition, all children were asked to complete a projective drawing of a person. Results. Significant differences were found between elementary and high school gifted and nongifted children. Elementary gifted children demonstrated a slight advantage over nongifted peers. They were found to have higher levels of self- esteem related to academics and lower levels of depression and anhedonia. However, these advantages disappeared over time, and at the high school level there were no significant differences between gifted and nongifted groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved)