Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to…

In this study, life satisfaction and its correlates were explored through analysis of the experiences and psychological traits of highly gifted students who were accelerated into an early college-entrance program. Happiness, fulfillment in life, assuredness, and good dispositions are constructs that point toward positive character development and…

Through qualitative interviews, the authors examined the experiences of six gifted high-achieving university students to understand the factors that allowed the students to continue on their paths to success. The participants in this study revealed a number of issues that were central to their motivation upon arriving at the university. These…

As part of the first phase of a longitudinal study, interviews were conducted with nine high school seniors who had demonstrated high creative productivity while participating in an elementary Talented and Gifted program. Commonly experienced were a desire for creative outlets in high school, difficult junior high years, and constancy of…

An epistemological questionnaire assessing students' beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge was administered to 288 high school students (of which 72 were gifted). Differences were found between gifted and nongifted students at the end of high school and between males and females. (Author/DB)

This study evaluated a Chattanooga, Tennessee, leadership training program provided to 30 grade 10-11 students who demonstrated high leadership potential. Program results indicated positive changes in student openness, persuasiveness, ascendance, individual decision making, and self-assurance. A three-month followup found lasting effects, with…

Interviews with 169 children labeled 10 years earlier as gifted, nonlabeled but equally able, or having average ability revealed significant intergroup differences in work patterns and emotional outcome. Intense academic study possibly inhibited creative development; parents and teachers should be aware of the possible loss of creative potential…

Explores the resilience of three gifted Latino high school students who live in the inner city. The sources of their resilience are examined. Implications for resilience in gifted youth are discussed and recommendations are made for nurturing resilience in urban teenagers to ensure greater success in life. (Author/CR)

Seven gifted children (ages 9-14), their families, teachers, and friends were interviewed concerning their adjustment and coping with stress. Patterns which applied to all seven children are described, including: adjustment as process, use of withdrawal or self-initiated timeout, creation of challenges, assertiveness, recognition of achievement,…

This article reports on the activities and interactions of a highly gifted 9-year-old boy working in a fifth grade classroom with students of mixed ability levels. School modifications to manage gaps between the boy's intellectual development and his social and emotional development took little account of his affective needs, and resulted in…

Two studies of high ability students' communal notions about the purposes of school and the fairness of classroom practices suggest that the moral and intellectual development of high ability students would be best fostered by collaborative learning practices and by educational programs that encourage them to seek knowledge that will be of value…

This article summarizes 2 research studies with approximately 2,000 adolescents and their parents that investigated the influence of parents' gender stereotypes on their perceptions of their own children and on the children's self-perceptions of ability, especially in mathematics. Implications for three areas of gifted education are drawn: (1)…

This study of five gifted female adolescents examined their male-female relationships, independence, perceptions of ability and expectations for success, overreliance on social manipulation, motivation, ethic of caring, superwoman syndrome, and familial influences. The study found positive examples of the use of problem-solving strategies; it also…

Follow-up at the end of high school of 23 students identified as gifted in the second grade found that 87% had demonstrated average to high levels of accomplishment, that all intended to earn a college degree and pursue a career, and that far more females than males considered marriage in describing personal goals. (DB)

This study of the college experiences of 1,724 academically talented (upper 2%) high school seniors in Wisconsin did not support suggestions of a "brain drain" out of Wisconsin. The study also found that 82% of males and 72% of females majored in math-science areas and 60% felt ill prepared in foreign languages. (DB)