Abstract
Perceptions of self-esteem, locus of control, popularity, depression (or unhappiness), and discipline problems as indices of social and emotional adjustment were investigated in highly verbally or mathematically talented adolescents. Compared to a group of students who are much less gifted, the highly gifted students perceive themselves as less popular, but no differences were found in self-esteem, depression, or the incidence of discipline problems. The gifted students reported greater internal locus of control. Comparisons between the highly mathematically talented students and the highly verbally talented students suggested that the students in the latter group perceive themselves as less popular. Within both the gifted and comparison groups, there were also slight indications that higher verbal ability may be related to some social and emotional problems.
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We thank Julian C. Stanley, Susan Dauber, Ann McGill, and Cindy Raymond for helpful comments and suggestions, Lola Minor for assistance in designing the questionnaire, and Lois Sandhofer for preparation of the manuscript.
Received Ed. D. from Johns Hopkins University. Research interests include intellectual talent and sex differences.
Dr. Benbow was associated with SMPY at Johns Hopkins during 1977–1986. Received Ed. D from Johns Hopkins University. Research interests include intellectual talent and individual differences.
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Brody, L.E., Benbow, C.P. Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning. J Youth Adolescence 15, 1–18 (1986). https://doi.org/10.1007/BF02140780
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DOI: https://doi.org/10.1007/BF02140780