“Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being”, 2020-07-29 (; similar):
Terman’s study was the first to systematically document the lives of the intellectually gifted. This cross-sectional study replicates and extends some of Terman’s findings on characteristics of the gifted in childhood, comparing largely unselected samples of gifted (n = 50) and average-ability (n = 50) adolescents matched by means of propensity score matching.
Students were compared on their school performance (standardized math and reading tests and grades), motivation (math ability self-concept, intrinsic motivation, vocational interests, and educational aspirations), parental educational expectations, students’ evaluation of school instruction (perceived quality and pressure), and subjective well-being.
The gifted scored higher on math performance (rank-biserial r = 0.66/0.81), math ability self-concept (0.71), intrinsic motivation (0.62), and investigative vocational interests (0.65). Some smaller differences were found for realistic (0.42) and social interests (−0.37) and for pressure in math lessons (−0.52).
Results support Terman’s findings on gifted individuals’ psychological functioning and contradict negative stereotypes about the gifted.