Giftedness in the Long Term

Autor/in	Freeman, Joan
Titel	Giftedness in the Long Term
Quelle	In: Journal for the Education of the Gifted, 29 (2006) 4, S.384-403 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Academically Gifted; Investigations; Age Differences; Gender Differences; Socioeconomic Status; Raw Scores; Foreign Countries; Intelligence Quotient; Child Behavior; Interviews; Emotional Problems; Young Children; Ability Grouping; Followup Studies; Academic Achievement; Labeling (of Persons); Personality Traits; Predictor Variables; Psychological Patterns; United Kingdom + Suchen Sie Ihr Suchwort? Untersuchung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Ausland; Intelligenzquotient; Interviewing; Interviewtechnik; Frühe Kindheit; Homogene Gruppierung; Niveaugruppierung; Streaming; Follow-up studies; Kontaktstudium; Schulleistung; Labeling-Ansatz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Großbritannien
Abstract	This ongoing investigation was concerned with why some children were labeled gifted while others of identical measured ability were not. Each labeled "gifted" child was matched for age, sex, and socioeconomic status (SES) with two others in the same school class. The first matched child had an identical Raven's Matrices raw score, and the second was chosen at random for ability (N = 210). The study, begun in 1974 across the UK, used a battery of tests, including IQ, personality, behavior, and in-depth interviews of children, parents, and teachers. The group labeled gifted were found to have significantly more emotional problems than the nonlabeled group, which they mostly grew out of. This follow-up study demonstrates that for the subjects now in their 40s, a gifted childhood has not always delivered outstanding adult success. Better predictive factors for adult success were hard work, emotional support, and a positive, open personal outlook. By 2005, the labeled and nonlabeled gifted groups were not very different in life outcomes, though both groups were much more successful than the random-ability group. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10