Relationship between levels of giftedness and psychosocial adjustment

Abstract

This study compares two groups of gifted students, highly (N=74) and moderately (N=163) gifted, on a number of scales including self‐concept, emotional autonomy, and anxiety. Although a measure of academic ability was used to create distinctive ability groups, the results did not support the hypotheses that highly gifted students would be more likely to display lower self‐concepts and more adjustment problems than the moderately gifted group. These findings are examined in light of past research on differences in highly and moderately gifted students.

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