On being gifted, but sad and misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study

Educational Research and Evaluation

Volumn 13, Issue 6, 2007, Pages 569-586

  Vialle, Wilma ^a   Heaven, Patrick C L ^a   Ciarrochi, Joseph ^a  

^a UNIVERSITY OF WOLLONGONG   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 37049018621     PISSN: 13803611     EISSN: 17444187     Source Type: Journal    
DOI: 10.1080/13803610701786046     Document Type: Article

References (97)

1. Ablard, K. E. (1997). Self-perceptions and needs as a function of type of academic ability and gender. Roeper Review, 20, 110-115.
2. Assouline, S. G., & Colangelo, N. (2006). Social-emotional development of gifted adolescents. In F. A. Dixon, & S. M. Moon (Eds.), The handbook of secondary gifted education (pp. 65-86). Waco, TX: Prufrock Press.
3. Australian Bureau of Statistics. (2005). Yearbook Australia: Population. Canberra, Australia: Government Printer (Document 1301.0).
4. Baker, J. A. (1995). Depression and suicide ideation among academically talented adolescents. Gifted Child Quarterly, 39, 218-233.
5. Betts, G. T., & Neihart, M. (1988). Profiles of the gifted and talented. Gifted Child Quarterly, 32, 248-253.
6. Bireley, M., & Genshaft, J. (Eds.). (1991). Understanding the gifted adolescent. New York: Teachers College Press.
7. Bracken, B. A. (1980). Comparison of self-attitudes of gifted children and children in a nongifted normative group. Psychological Reports, 47, 715-718.
8. Brody, L. E., & Benbow, C. P. (1987). Accelerative strategies: How effective are they for the gifted? Gifted Child Quarterly, 31, 105-110.
9. Brody, L. E., Lupkowski, A. E., & Stanley, J. C. (1988). Early entrance to college: A study of academic and social adjustment during the freshman year. College and University, 63, 347-359.
10. Brody, L. E., & Stanley, J. C. (1991). Young college students: Assessing factors that contribute to success. In W. T. Southern & E. D. Jones (Eds.), The academic acceleration of gifted children (pp. 102-132). New York: Teachers College Press.
11. Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37, 319-338.
12. Chan, L. K. S. (1988). The perceived competence of intellectually talented students. Gifted Child Quarterly, 32, 310-314.
13. Clasen, D. R., & Clasen, R. E. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, 10(2), 67-75.
14. Colangelo, N., Kerr, B., Christensen, P., & Maxey, J. (1993). A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37, 155-160.
15. Colangelo, N., & Pfleger, L. R. (1978). Academic self-concept of gifted high school students. Roeper Review, 1, 10-11.
16. Coleman, L. J. (1995). The power of specialized environment in the development of giftedness: The need for research on social context. Gifted Child Quarterly, 39, 171-176.
17. Coleman, L. J., & Cross, T. L. (2001). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press.
18. Coleman, M., & Fults, B. (1982). Self-concept and the gifted classroom: The role of social comparisons. Gifted Child Quarterly, 26, 116-119.
19. Cornell, D. G. (1990). High ability students who are unpopular with their peers. Gifted Child Quarterly, 34, 155-160.
20. Corulla, W. J. (1990). A revised version of the psychoticism scale for children. Personality and Individual Differences, 11, 65-76.
21. Craven, R. G., & Marsh, H. W. (1997). Threats to gifted and talented student's self-concepts in the big pond: Research results and educational implications. Australasian Journal of Gifted Education, 6(2), 5-17.
22. Cross, T. L. (2005). The social and emotional lives of gifted kids. Waco, TX: Prufrock Press.
23. Cross, T. L., Cassady, J. C., & Miller, K. A. (2006). Suicide ideation and personality characteristics among gifted adolescents. Gifted Child Quarterly, 50, 295-306.
24. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. Cambridge, UK: Cambridge University Press.
25. Dauber, S. L., & Benbow, C. P. (1990). Aspects of personality and peer relations of extremely talented adolescents. Gifted Child Quarterly, 34, 10-14.
26. Delisle, J., & Galbraith, J. (2002). When gifted kids don't have all the answers: How to meet their social and emotional needs. Minneapolis, MN: Free Spirit Publishing.
27. De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303-336.
28. Dixon, F. A., & Moon, S. M. (Eds.). (2006). The handbook of secondary gifted education. Waco, TX: Prufrock Press.
29. Dwairy, M. (2004). Parenting styles and mental health of Arab gifted adolescents. Gifted Child Quarterly, 48, 275-286.
30. Eysenck, H. J., & Eysenck, M. W. (1985). Personality and individual differences: A natural science approach. New York: Plenum.
31. Filozof, E. M., Albertin, H. K., Jones, C. R., Steme, S. S., Myers, L., & McDermott, R. J. (1998). Relationship of adolescent self-esteem to selected academic variables. The Journal of School Health, 68(2), 68-72.
32. Forsyth, P. (1987). A study of self-concept, anxiety, and security of children in gifted, French immersion, and regular classes. Canadian Journal of Counseling, 21(2-3), 153-156.
33. Frauenknecht, M., & Black, D. R. (1995). Social problem-solving inventory for adolescents (SCSI-A): Development and preliminary psychometric evaluation. Journal of Personality Assessment, 64, 522-539.
34. Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14, 49-66.
35. Furnham, A., & Gunter, B. (1989). The anatomy of adolescence. London: Routledge.
36. Gagné, F. (1985). Giftedness and talent: Re-examining a re-examination of the definitions. Gifted Child Quarterly, 29, 103-112.
37. Gagné, F. (1995). From giftedness to talent: A developmental model and its impact on the language of the field. Roeper Review, 18, 103-111.
38. Gagné, F. (2000). Understanding the complex choreography of talent development through DMGT-based analysis. In K. A. Heller, F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 67-79). Oxford: Elsevier Science.
39. Gagné, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 60-74). Boston: Allyn & Bacon.
40. Gross, M. U. M. (1989). The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11, 189-194.
41. Gross, M. U.M. (1997). How ability groups turns big fish into little - or does it? Of optical illusions and optimal environments. Australasian Journal of Gifted Education, 6(2), 18-30.
42. Gross, M. U. M. (2004). Exceptionally gifted children (2nd ed.). London: Routledge Falmer.
43. Heaven, P. C. L., Mak, A., Barry, J., & Ciarrochi, J. (2002). Personality and family influences on adolescent attitudes to school and self-rated academic performance. Personality and Individual Differences, 32, 453-462.
44. Hébert, T. P. (2000). Defining belief in self: Intelligent young men in an urban high school. Gifted Child Quarterly, 44, 91-114.
45. Hébert, T. P., & Kelly, K. R. (2006). Identity and career development in gifted students. In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education (pp. 35-64). Waco, TX: Prufrock Press.
46. Helmke, A., & Van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87, 624-637.
47. Hoge, R., & McSheffrey, R. (1991). An investigation of self-concept in gifted children. Exceptional Children, 57, 238-245.
48. Hollingworth, L. S. (1942). Children above 1.Q. 180 Stanford-Binet. New York: World Books.
49. Janos, P. M., Fung, H. C., & Robinson, N. M. (1985). Self-concept, self-esteem, and peer relations among gifted children who feel "different". Gifted Child Quarterly, 29, 78-82.
50. Janos, P. M., & Robinson, N. M. (1985). Psychological development in intellectually gifted students. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 149-195). Washington, DC: American Psychological Association.
51. Kelly, K. R., & Jordan, L. K. (1990). Effects of academic achievement and gender on academic and social self-concept: A replication study. Journal of Counseling and Development, 69, 173-177.
52. Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives (RBDM 9204). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
53. Lau, K. L., & Chan, D. W. (2001). Motivational characteristics of underachievers in Hong Kong. Educational Psychology, 21, 417-430.
54. Lea-Wood, S. S., & Clunies-Ross, A. (1995). Self-esteem of gifted adolescent girls in Australian schools. Roeper Review, 17, 195-197.
55. Lehman, E. B., & Erdwins, C. J. (1981). The social and emotional adjustment of young, intellectually gifted children. Gifted Child Quarterly, 25, 134-137.
56. Lopez, S., J., Ciarlelli, R., Coffman, L., Stone, M., & Wyatt, L. (2000). Diagnosing for strengths: On measuring hope building blocks. In C. R. Snyder (Ed.), Handbook of hope: Theory, measures, and applications (pp. 57-85). San Diego, CA: Academic Press.
57. Maddux, C. D., Scheiber, L. M., & Bass, J. E. (1982). Self-concept and social distance in gifted children. Gifted Child Quarterly, 26, 77-81.
58. Mak, A., Heaven, P. C. L., & Rummery, A. (2003). The role of group identity and personality domains as indicators of self-reported delinquency. Psychology, Crime & Law, 9, 9-18.
59. Marsh, H. W., Chessor, D., Craven, R. G., & Roche, L. (1995). The effects of gifted and talented setting on academic self-concept: The big fish strikes again. American Education Research Journal, 32, 285-319.
60. Marsh, H. W., & Craven, R. G. (1994). Who benefits from selective schools? The role of academic self concept and a call for further research. Forum of Education, 49, 3-13.
61. Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 131 -198). Orlando, FL: Academic Press.
62. McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high achieving students. Gifted Child Quarterly, 47, 144-154.
63. Milgram, R. M., & Milgram, N. A. (1976). Personality characteristics of gifted Israeli children. The Journal of Genetic Psychology, 129, 185-194.
64. Moon, S. M., & Dixon, F. A. (2006). Conceptions of giftedness in adolescence. In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education (pp. 7-34). Waco, TX: Prufrock Press.
65. Neihart, M. (1999). The impact of giftedness on psychological well-being: What does the empirical literature say? Roeper Review, 22, 10-17.
66. Neihart, M. (2002). Delinquency and gifted children. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 103-112). Waco, TX: Prufrock Press.
67. Petrides, K. V., Chamorro-Premuzic, T., Frederickson, N., & Furnham, A. (2005). Explaining individual differences in scholastic behaviour and achievement. British Journal of Educational Psychology, 75, 239-255.
68. Plucker, J. A., & Stocking, V. B. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children, 67, 535 - 548.
69. Pulkkinen, L., Kaprio, J., & Rose, R. J. (1999). Peers, teachers and parents as assessors of the behavioural and emotional problems of twins and their adjustment: The Multidimensional Peer Nomination Inventory. Twin Research, 2, 274-285.
70. Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152-170.
71. Reis, S. M., Hébert, T. P., Diaz, E.P., Maxfield, L. R., & Ratley, M. E. (1995). Case studies of talented students who achieve and underachieve in an urban high school (Research Monograph 95114). Storrs, CT: University of Connecticut, National Research Center for the Gifted and Talented.
72. Richert, E. S. (1991). Patterns of underachievement among gifted students. In M. Bireley & J. Genshaft (Eds.), Understanding the gifted adolescent (pp. 139-162). New York: Teachers College Press.
73. Robinson, N. M., Lanzi, R. G., Weinberg, R. A., Ramey, S. L., & Ramey, C. T. (2002). Family factors associated with high academic competence in former Head Start children at third grade. Gifted Child Quarterly, 46, 278-290.
74. Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner (RBDM 9102). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
75. Rosenberg, M. (1989). Society and the adolescent self-image (Rev. ed.). Middletown, CT: Wesleyan University Press.
76. Sarason, I. G., Levine, H. M., Basham, R. B., & Sarason, B. R. (1983). Assessing social support: The social support questionnaire. Journal of Personality and Social Psychology, 44, 127-139.
77. Sayler, M. F., & Brookshire, W. K. (1993). Social, emotional, and behavioral adjustment of accelerated students, students in gifted classes, and regular students in eighth grade. Gifted Child Quarterly, 37, 150-154.
78. Senate Employment, Workplace Relations, Small Business and Education References Committee. (2001). The education of gifted children. Canberra, Australia: Commonwealth of Australia.
79. Senate Select Committee. (1988). The education of gifted and talented children. Canberra, Australia: Australian Government Publishing Service.
80. Sheldon, P. M. (1959). Isolation as a characteristic of highly gifted children. Journal of Educational Sociology, 32, 215-221.
81. Shilkret, R., & Nigrosh, W. E. (1997). Assessing students' plans for college. Journal of Counseling Psychology, 45, 222-231.
82. Silverman, L. (1993). Counseling the gifted and talented. Denver, CO: Love Publishing.
83. Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2002). Hope theory: A member of the positive psychology family. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 257-276). New York: Oxford University Press.
84. Supplee, P. L. (1990). Reaching the gifted underachiever. New York: Teachers College Press.
85. Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
86. Tannenbaum, A. J. (2003). Nature and nurture of giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 45-59). Boston: Allyn & Bacon.
87. Tong, J., & Yewchuk, C. (1996). Self-concept and sex-role orientation in gifted high school students. Gifted Child Quarterly, 40, 15-23.
88. Van Boxtel, H. W., & Monks, F. J. (1992). General, social, and academic self-concepts of gifted adolescents. Journal of Youth and Adolescence, 21, 169-188.
89. Vaughn, V. L., Feldhusen, J. F., & Asher, J. W. (1991). Meta-analyses and review of research on pull-out programs in gifted education, Gifted Child Quarterly, 35, 92-98.
90. Vialle, W., Heaven, P. C. L., & Ciarrochi, J. (2005). The relationship between self-esteem and academic achievement in high ability students: Evidence from the Wollongong Youth Study. Australasian Journal of Gifted Education, 14(2), 39-45.
91. Watson, D., & Clark, L. A. (1994). The PANAS-X: Manual for the positive and negative affect schedule - expanded form. Unpublished manuscript, Department of Psychology, University of Iowa.
92. Whitmore, J.R. (1980). Giftedness, conflict and underachievement. Boston: Allyn & Bacon.
93. Wolfe, R., & Johnson, S. (1995). Personality as a predictor of college performance. Educational and Psychological Measurement, 55, 177-185.
94. Yates, L. (1999). Transitions and the Year 7 experience: A report from the 12 to 18 project. Australian Journal of Education, 43, 24-41.
95. Zeidner, M., & Schleyer, E. J. (1999). The effects of educational context on individual difference variables, self-perceptions of giftedness, and school attitudes in gifted adolescents. Journal of Youth and Adolescence, 28, 687-703.
96. Zuo, L., & Cramond, B. L. (2001). An examination of Terman's gifted children from the theory of identity. Gifted Child Quarterly, 45, 251-259.
97. Zuo, L., & Tao, L. (2001). Importance of personality in gifted children's identity formation. Journal of Secondary Gifted Education, 12, 212-223.