Smart But Maladapted? Differences in the Psychological Functioning of Intellectually Gifted Students Compared With Average-Ability Students

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2025-02-15 DOI:10.1177/00169862241310871

Steffani Saß, Olaf Köller, Friederike Zimmermann

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Abstract

The relationship between giftedness and psychological functioning has been studied extensively, but conflicting views persist. Whereas some studies have suggested that gifted children are at risk of developing emotional and behavioral disorders, others have proposed that they have superior socioemotional adjustment compared with average-ability peers. Using a large unselected sample ( N = 3,918), we examined n = 100 gifted students matched via propensity score matching with n = 100 average-ability students. Gifted students showed higher academic achievement in math and reading (standardized test scores and grades), higher self-concept in math, and lower teacher-rated externalizing problems. All other comparisons on social and emotional-behavioral functioning as rated by parents, teachers, or classmates did not suggest any differences between the two groups. Giftedness appears to be a protective factor rather than a risk factor for psychological functioning. These results have important implications for the identification, support, and education of gifted children.

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聪明但不适应？资优学生与一般学生心理功能的差异

天赋和心理功能之间的关系已被广泛研究，但矛盾的观点仍然存在。尽管一些研究表明，天才儿童有患情绪和行为障碍的风险，但也有人提出，与能力一般的同龄人相比，他们有更好的社会情绪适应能力。使用大量未选择样本（N = 3,918），我们检查了N = 100名通过倾向得分匹配的资优学生和N = 100名平均能力学生。资优学生在数学和阅读（标准化考试成绩和成绩）方面的学术成就更高，在数学方面的自我概念更高，教师对外化问题的评价也更低。所有其他由父母、老师或同学评定的社会和情感行为功能的比较都没有表明两组之间有任何差异。天赋似乎是心理功能的保护因素，而不是风险因素。这些结果对天才儿童的识别、支持和教育具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.