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Feelings and attitudes of gifted students

Adolescence, Summer, 1998 by Tiffany Field, Jeff Harding, Regina Yando, Ketty Gonzalez, David Lasko, Debra Bendell, Carol Marks

Gifted students' psychological characteristics have been the subject of many studies (Janos, Fung, & Robinson, 1985; Kerr, Colangelo, & Gaeth, 1988; Loeb & Jay, 1987; Olszewski-Kubilius, Kulieke, & Krasney, 1988; Whalen & Csikszentmihalyi, 1989). However, most have focused on a single dimension. For example, Schowinski and Reynolds (1985) looked solely at anxiety in high-IQ children. Others have examined self-image (Whalen & Csikszentmihalyi, 1989), attitudes toward giftedness (Kerr et al., 1988), and depression (Berndt, Kaiser, & Van Aalst, 1982). Generally, these single-dimension studies suggest that gifted students have positive academic self-concepts but negative or ambiguous social relationships, although the literature is somewhat inconsistent. For example, gifted students had higher academic and social self-concepts in some studies (Karnes & Wherry, 1981; Kelly & Colangelo, 1984), but negative or ambiguous social confidence (Kerr et al., 1988) and lower expectations for social versus academic success (Ross & Parker, 1980) in others.

Another problem with these findings is that comparisons of gifted and nongifted groups, as well as comparisons across studies, are questionable because of sample variations. For example, comparisons have been made between a relatively homogeneous group of gifted students and a heterogeneous group of nongifted students (e.g., Olszewski-Kubilius et al., 1988). In addition, the recruitment criteria have varied across studies. Some selected students based on scholastic aptitude (e.g., Mason, Adams, & Blood, 1966), while others recruited students who had participated in gifted programs earlier in their education (e.g., Tomlinson-Keasey & Smith-Winberry, 1983).

The present study attempted to avoid these problems by comparing gifted and nongifted students from a homogeneous sample within the same school. In addition, not just one but several dimensions were assessed - social, emotional, and cognitive. Gifted students' self-perceptions were compared with those of nongifted students on intimacy with family and peers, social support, family responsibilities, self-esteem, depression, and risk-taking behavior. Finally, gifted students and their teachers were administered the Perceptions about Giftedness Scale.

METHOD

Sample

The sample was composed of 224 high school freshmen. Sixty-two were gifted (32 females and 30 males) and 162 were nongifted (85 females and 77 males). Their average age was 14.5 years. The criterion for participation in the gifted program was an IQ of 132 or above. The students were primarily white, black, or Hispanic (see Table i for distribution), and their self-reported socioeconomic status (SES) was as follows: low to low-middle, 14%; middle, 59%; and upper-middle to high, 27%. Their parents were also fairly representative of the middle-income group and most had a high school, college, or advanced degree (see Table 1).

Procedure

The students completed several scales (in a questionnaire format) on family and peer intimacy, social support, family responsibilities, self-esteem, depression, and risk-taking behavior. In addition, the Perceptions about Giftedness Scale was completed by those students enrolled in the gifted program. The questionnaire was administered during English classes near the end of the school year. Answers were recorded on computer scan sheets which, to ensure confidentiality and foster honest responses, did not include students' names. The questionnaire required an average of 45 minutes to complete.

Table 1

Distribution of Gifted and Nongifted Students by Ethnicity and
Parental Education

Ethnic Group                Gifted       Nongifted
                            (n = 62)        (n = 162)

White, Non-Hispanic          49%            26%
Black                         9%            13%
Hispanic                     29%            53%
Asian                        11%             4%
Other                         2%             4%

Education Level        Mother                Father
Completed

                  Gifted    Nongifted    Gifted    Nongifted

Grade School         5%        11%          9%         9%

High School         35%        49%         15%        43%

College             26%        25%         32%        19%

Master's/
Professional        31%        14%         32%        24%

Doctoral             3%         1%         12%         5%

Measures

The scales used in this study tapped the following areas.

Background and lifestyle. The Background Information Questionnaire (Field & Yando, 1991) includes demographic questions (gender, ethnicity, extracurricular activities, gifted program status, parents' marital status and education levels, and self-perceived socioeconomic status); relationship questions (closeness to siblings and relatives, number of close friends, gender of friends, and important person and the relationship of that person); lifestyle questions (exercise, eating problems, violence/angry feelings, suicidal thoughts, and drug and alcohol use); and happiness questions (with friends, family, and self).

Health Care Industry

Feelings and attitudes of gifted students

Adolescence, Summer, 1998 by Tiffany Field, Jeff Harding, Regina Yando, Ketty Gonzalez, David Lasko, Debra Bendell, Carol Marks

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