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. Feelings and attitudes of gifted students. ( Adolescence ) -------------------------------------------------------------------------------- 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.
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