Advertisement

The Social and Emotional World of the Gifted

  • Anne N. Rinn
  • Kristin L. Majority
Chapter

Abstract

The social and emotional world of the gifted encompasses both an exploration of their unique social and emotional characteristics and experiences, and the psychosocial skills necessary to develop their talents. Using the construct of asynchronous development, we explore a few social and emotional characteristics and experiences that may arise due to advanced intellectual development as compared to social and emotional development. We then discuss a number of psychosocial skills that are crucial for the development of talent.

Keywords

Social and emotional development Psychosocial skills Asynchronous development Developmental trajectory 

References

  1. Ackerman, C. M. (1997). Identifying gifted adolescents using personality characteristics: Dabrowski’s overexcitabilities. Roeper Review, 19, 229–236. https://doi.org/10.1080/02783199709553835 CrossRefGoogle Scholar
  2. Adler, A. (1963). The practice and theory of individual psychology (P. Radin, Trans.). Paterson, NJ: Littlefield, Adams. (Original work published 1933).Google Scholar
  3. Affrunti, N. W., & Woodruff-Borden, J. (2014). Perfectionism in pediatric anxiety and depressive disorders. Clinical Child and Family Psychology Review, 17, 299–317. https://doi.org/10.1007/s10567-014-0164-4 CrossRefPubMedGoogle Scholar
  4. Bain, S. K., & Bell, S. M. (2004). Social self-concept, social attributions, and peer relationships in fourth, fifth, and sixth graders who are gifted compared to high achievers. Gifted Child Quarterly, 48(3), 167–178. https://doi.org/10.1177/001698620404800302 CrossRefGoogle Scholar
  5. Baker, J. A. (1996). Everyday stressors of academically gifted adolescents. Journal of Secondary Gifted Education, 7, 356–368. https://doi.org/10.1177/1932202X9600700203 CrossRefGoogle Scholar
  6. Barber, C., & Wasson, J. W. (2015). A comparison of adolescents’ friendship networks by advanced coursework participation status. Gifted Child Quarterly, 59, 23–37. https://doi.org/10.1177/0016986214559639 CrossRefGoogle Scholar
  7. Basirion, Z., Majid, R. A., & Jelas, Z. M. (2014). Big five personality factors, perceived parenting styles, and perfectionism among academically gifted students. Asian Social Science, 10, 8–15. https://doi.org/10.5539/ass.v10n4p8 CrossRefGoogle Scholar
  8. Bell, M. A., & Fox, N. A. (1992). The relations between frontal brain electrical activity and cognitive development during infancy. Child Development, 63(5), 1142. https://doi.org/10.2307/1131523 CrossRefPubMedGoogle Scholar
  9. Binet, A., & Simon, T. (1908). Le developmpement de l’intelligence chez les enfants [The development of intelligence in children]. L’Annee Psychologique, 14, 1–94.Google Scholar
  10. Bouchet, N., & Falk, R. F. (2001). The relationship among giftedness, gender, and overexcitability. Gifted Child Quarterly, 45(4), 260–267. https://doi.org/10.1177/001698620104500404 CrossRefGoogle Scholar
  11. Carman, C. A. (2011). Adding personality to gifted identification: Relationships among traditional and personality-based constructs. Journal of Advanced Academics, 22, 412–446. https://doi.org/10.1177/1932202X1102200303 CrossRefGoogle Scholar
  12. Chamorro-Premuzic, T., & Furnham, A. (2004). Art judgement: A measure related to both personality and intelligence? Imagination, Cognition and Personality, 24, 3–24. https://doi.org/10.2190/U4LW-TH9X-80M3-NJ54 CrossRefGoogle Scholar
  13. Chan, D. W. (2007). Positive and negative perfectionism among Chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal for the Education of the Gifted, 31, 77–102. https://doi.org/10.4219/jeg-2007-512 CrossRefGoogle Scholar
  14. Chan, D. W. (2009). Dimensionality and typology of perfectionism: The use of the Frost Multidimensional Perfectionism Scale with Chinese gifted students in Hong Kong. Gifted Child Quarterly, 53, 174–187. https://doi.org/10.1177/0016986209334963 CrossRefGoogle Scholar
  15. Chan, D. W. (2012). Life satisfaction, happiness, and the growth mindset of healthy and unhealthy perfectionists among Hong Kong Chinese gifted students. Roeper Review, 34, 224–233. https://doi.org/10.1080/02783193.2012.715333 CrossRefGoogle Scholar
  16. Clinkenbeard, P. R. (1996). Research on motivation and the gifted: Implications for identification, programming, and evaluation. Gifted Child Quarterly, 40(4), 220–221. https://doi.org/10.1177/001698629604000407 CrossRefGoogle Scholar
  17. Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(7), 622–630. https://doi.org/10.1002/pits.21628 CrossRefGoogle Scholar
  18. Colangelo, N., Kelly, K. R., & Schrepfer, R. M. (1987). A comparison of gifted, general, and special learning needs students on academic and social self-concept. Journal of Counseling and Development, 66(2), 73–77. https://doi.org/10.1002/j.1556-6676.1987.tb00802.x CrossRefGoogle Scholar
  19. Coleman, L. J., & Cross, T. L. (1988). Is being gifted a social handicap? Journal for the Education of the Gifted, 11, 41–56. https://doi.org/10.1177/016235328801100406 CrossRefGoogle Scholar
  20. Crawford, C. (2009). The highly intuitive child: A guide to understanding and parenting unusually sensitive and empathetic children. Alameda, CA: Hunter House.Google Scholar
  21. Cross, T. L. (2009). Social and emotional development of gifted children: Straight talk. Gifted Child Today, 32(40–41), 65. https://doi.org/10.4219/gct-2009-879 CrossRefGoogle Scholar
  22. Cross, T. L., Coleman, L. J., & Stewart, R. A. (1993). The social cognition of gifted adolescents: An exploration of the stigma of giftedness paradigm. Roeper Review, 16, 37–40. https://doi.org/10.1080/02783199309553532 CrossRefGoogle Scholar
  23. Cross, J. R., & Cross, T. L. (2015). Clinical and mental health issues in counseling the gifted individual. Journal of Counseling & Development, 93, 163–172. https://doi.org/10.1002/j.1556-6676.2015.00192.x CrossRefGoogle Scholar
  24. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. Cambridge, UK: Cambridge University Press.Google Scholar
  25. Dabrowski, K. (1964). Positive disintegration. London: Little, Brown, & Co..Google Scholar
  26. Dabrowski, K. (1967). Personality-shaping through positive disintegration. Boston, MA: Little, Brown, & Co..Google Scholar
  27. Dabrowski, K. (1972). Psychoneurosis is not an illness. London: Gryf.Google Scholar
  28. Dai, D. Y., & Chen, F. (2014). Paradigms of gifted education: A guide to theory-based, practice-focused research. Waco, TX: Prufrock Press.Google Scholar
  29. Dai, D. Y., & Rinn, A. N. (2008). The big-fish-little-pond effect: What do we know and where do we go from here? Educational Psychology Review, 20, 283–317. https://doi.org/10.1007/s10648-008-9071-x CrossRefGoogle Scholar
  30. Dai, D. Y., Rinn, A. N., & Tan, X. (2013). When the big fish turns small: Effects of participating in gifted summer programs on academic self-concepts. Journal of Advanced Academics, 24(1), 3–25. https://doi.org/10.1177/1932202X12473425 CrossRefGoogle Scholar
  31. Daniels, S., & Piechowski, M. M. (2009). Living with intensity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescents, and adults. Scottsdale, AZ: Great Potential Press.Google Scholar
  32. Danthiir, V., Roberts, R. D., Pallier, G., & Stankov, L. (2000). What the nose knows: Olfaction and cognitive abilities. Intelligence, 29, 337–361. https://doi.org/10.1016/S0160-2896(01)00061-7 CrossRefGoogle Scholar
  33. Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.Google Scholar
  34. Dixon, F. A., Lapsley, D. K., & Hanchon, T. A. (2004). An empirical typology of perfectionism in gifted adolescents. Gifted Child Quarterly, 48, 95–106. https://doi.org/10.1177/001698620404800203 CrossRefGoogle Scholar
  35. Dixson, D. D., Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2016). Beyond perceived ability: The contribution of psychosocial factors to academic performance. Annals of the New York Academy of Sciences, 1377, 67–77. https://doi.org/10.1111/nyas.13210 CrossRefPubMedGoogle Scholar
  36. Duan, X., Dan, Z., & Shi, J. (2013). The speed of information processing of 9- to 13-year-old intellectually gifted children. Psychological Reports, 112(1), 20–32. https://doi.org/10.2466/04.10.49.pr0.112.1.20-32 CrossRefPubMedGoogle Scholar
  37. Dwairy, M. (2004). Parenting styles and mental health of Arab gifted adolescents. Gifted Child Quarterly, 48, 275–286. https://doi.org/10.1177/001698620404800403 CrossRefGoogle Scholar
  38. Dweck, C. S. (2006). Mindset. New York, NY: Random House.Google Scholar
  39. Edmunds, A. L., & Edmunds, G. A. (2005). Sensitivity: A double-edged sword for the pre-adolescent and adolescent gifted child. Roeper Review, 27, 69–77. https://doi.org/10.1080/02783190509554293 CrossRefGoogle Scholar
  40. Eide, B., & Eide, F. (2006). The mislabeled child: How understanding your child’s unique learning style can open the door to success. New York, NY: Hyperion.Google Scholar
  41. Esparza, J., Shumow, L., & Schmidt, J. A. (2014). Growth mindset of gifted seventh grade students in science. NCSSSMST Journal, 19, 6–13.Google Scholar
  42. Feldhusen, J. F., Dai, D. Y., & Clinkenbeard, P. R. (2000). Dimensions of competitive and cooperative learning among gifted learners. Journal for the Education of the Gifted, 23, 328–342. http://eric.ed.gov/?id=EJ609791 Google Scholar
  43. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.Google Scholar
  44. Flett, G. L., & Hewitt, P. L. (Eds.). (2002). Perfectionism: Theory, research, and treatment. Washington, DC: American Psychological Association. doi:https://doi.org/10.1037/10458-000.CrossRefGoogle Scholar
  45. Fonseca, C. (2011). Emotional intensity in gifted students: Helping kids cope with explosive feelings. Waco, TX: Prufrock Press.Google Scholar
  46. Freeman, J. (2006). Giftedness in the long term. Journal for the Education of the Gifted, 29, 384–403. https://doi.org/10.4219/jeg-2006-246 CrossRefGoogle Scholar
  47. Frois, J. P., & Eysenck, H. (1995). The visual aesthetic sensitivity test applied to Portuguese children and fine arts students. Creativity Research Journal, 8(3), 277–284. https://doi.org/10.1207/s15326934crj0803_6 CrossRefGoogle Scholar
  48. Furnham, A., & Chamorro-Premuzic, T. (2004). Personality, intelligence, and art. Personality and Individual Differences, 36, 705–715. https://doi.org/10.1016/S0191-8869(03)00128-4 CrossRefGoogle Scholar
  49. Gallagher, S. A. (1985). A comparison of the concept of overexcitabilities with measures of creativity and school achievement in sixth grade students. Roeper Review, 8(2), 115–119. https://doi.org/10.1080/02783198509552950 CrossRefGoogle Scholar
  50. Galton, F. (1874). English men of science: Their nature and nurture. London: MacMillan and Co..Google Scholar
  51. Gere, D. R., Capps, S. C., Mitchell, D. W., & Grubbs, E. (2009). Sensory sensitivities of gifted children. American Journal of Occupational Therapy, 63, 288–295. https://doi.org/10.5014/ajot.63.3.288 CrossRefPubMedGoogle Scholar
  52. Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40, 179–183. https://doi.org/10.1177/001698629604000402 CrossRefGoogle Scholar
  53. Grobman, J. (2006). Underachievement in exceptionally gifted adolescents and young adults: A psychiatrist’s view. Journal of Advanced Academics, 17(4), 199–210, 284.Google Scholar
  54. Gross, M. U. M. (2004). Exceptionally gifted children (2nd ed.). New York, NY: RoutledgeFalmer.Google Scholar
  55. Gross, C. M., Rinn, A. N., & Jamieson, K. M. (2007). Gifted adolescents’ overexcitablilites and self-concepts: An analysis of gender and grade level. Roeper Review, 29(4), 240–248. https://doi.org/10.1080/02783190709554418 CrossRefGoogle Scholar
  56. Helmbold, N., Troche, S., & Rammsayer, T. (2006). Temporal information processing and pitch discrimination as predictors of general intelligence. Canadian Journal of Experimental Psychology, 60, 294–306. https://doi.org/10.1037/cjep2006027 CrossRefPubMedGoogle Scholar
  57. Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456–470. https://doi.org/10.1037/0022-3514.60.3.456 CrossRefPubMedGoogle Scholar
  58. Hoge, R. D., & Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63(4), 449–465. https://doi.org/10.2307/1170496 CrossRefGoogle Scholar
  59. Hollingworth, L. S. (1926). Gifted children: Their nature and nurture. New York, NY: Macmillan.CrossRefGoogle Scholar
  60. Hollingworth, L. S. (1942). Children above 180 IQ Stanford Binet: Origin and development. Yonkers-on-Hudson, NY: World Book.CrossRefGoogle Scholar
  61. Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49, 505–528. https://doi.org/10.1016/j.jsp.2011.07.001 CrossRefPubMedGoogle Scholar
  62. Jolly, J. L., & Matthews, M. S. (2012). A critique of the literature on parenting gifted learners. Journal for the Education of the Gifted, 35, 259–290. https://doi.org/10.1177/0162353212451703 CrossRefGoogle Scholar
  63. Kiamanesh, P., Dyregrov, K., Haavind, H., & Dieserud, G. (2014). Suicide and perfectionism: A psychological autopsy study of non-clinical suicides. OMEGA: Journal of Death and Dying, 69, 381–399. https://doi.org/10.2190/OM.69.4.c CrossRefPubMedGoogle Scholar
  64. Kline, B. E., & Short, E. B. (1991). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13, 118–121. https://doi.org/10.1080/02783199109553333 CrossRefGoogle Scholar
  65. Lee, S., Olszewski-Kubilius, P., & Thomson, D. (2012). Academically gifted students’ perceived interpersonal competence and peer relationships. Gifted Child Quarterly, 56, 90–104. https://doi.org/10.1177/0016986212442568 CrossRefGoogle Scholar
  66. Li, S., Jordanova, M., & Lindenberger, U. (1998). From good senses to good sense: A link between tactile information processing and intelligence. Intelligence, 26, 99–122. https://doi.org/10.1016/S0160-2896(99)80057-9 CrossRefGoogle Scholar
  67. Limont, W., Dreszer-Drogorób, J., Bedyńska, S., Śliwińska, K., & Jastrzębska, D. (2014). ‘Old wine in new bottles’? Relationships between overexcitabilities, the Big Five personality traits and giftedness in adolescents. Personality and Individual Differences, 69, 199–204. https://doi.org/10.1016/j.paid.2014.06.003 CrossRefGoogle Scholar
  68. Little, C. A. (2012). Curriculum as motivation for gifted students. Psychology in the Schools, 49, 695–705. https://doi.org/10.1002/pits.21621 CrossRefGoogle Scholar
  69. LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22, 182–185. https://doi.org/10.1080/02783190009554030 CrossRefGoogle Scholar
  70. Locke, J. (1690). An essay concerning human understanding. London: Thomas Bassett.CrossRefGoogle Scholar
  71. López, V., & Sotillo, M. (2009). Giftedness and social adjustment: Evidence supporting the resilience approach in Spanish-speaking children and adolescents. High Ability Studies, 20, 39–53. https://doi.org/10.1080/13598130902860739 CrossRefGoogle Scholar
  72. Lysy, K. Z., & Piechowski, M. M. (1983). Personal growth: An empirical study using Jungian and Dabrowskian measures. Genetic Psychology Monographs, 108, 267–320.Google Scholar
  73. Makel, M. C., Snyder, K. E., Thomas, C., Malone, P. S., & Putallaz, M. (2015). Gifted students’ implicit beliefs about intelligence and giftedness. Gifted Child Quarterly, 59(4), 203–212. https://doi.org/10.1177/0016986215599057 CrossRefGoogle Scholar
  74. Manor-Bullock, R., Look, C., & Dixon, D. N. (1995). Is giftedness socially stigmatizing? The impact of high achievement on social interactions. Journal for the Education of the Gifted, 18, 319–338. https://doi.org/10.1177/016235329501800307 CrossRefGoogle Scholar
  75. Margot, K. C., & Rinn, A. N. (2016). Perfectionism in gifted adolescents: A replication and extension. Journal of Advanced Academics, 27, 190–209. https://doi.org/10.1177/1932202x16656452 CrossRefGoogle Scholar
  76. Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280–295. https://doi.org/10.1037//0022-0663.79.3.280 CrossRefGoogle Scholar
  77. Marsh, H. W., Chessor, D., Craven, R., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32(2), 285–319. https://doi.org/10.2307/1163433 CrossRefGoogle Scholar
  78. Mendaglio, S. (1995). Sensitivity among gifted persons: A multi-faceted perspective. Roeper Review, 17, 169–172. https://doi.org/10.1080/02783199509553652 CrossRefGoogle Scholar
  79. Mofield, E., Parker Peters, M., & Chakraborti-Ghosh, S. (2016). Perfectionism, coping, and underachievement in gifted adolescents: Avoidance vs. approach orientations. Education Sciences, 6(3), 21. https://doi.org/10.3390/educsci6030021 CrossRefGoogle Scholar
  80. Moon, S. M. (2009). Myth 15: High-ability students don’t face problems and challenges. Gifted Child Quarterly, 53, 274–276. https://doi.org/10.1177/0016986209346943 CrossRefGoogle Scholar
  81. Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33–52. https://doi.org/10.1037/0022-3514.75.1.33 CrossRefPubMedGoogle Scholar
  82. Myszkowski, N., Storme, M., Zenasni, F., & Lubart, T. (2014). Is visual aesthetic sensitivity independent from intelligence, personality, and creativity? Personality and Individual Differences, 59, 16–20. https://doi.org/10.1016/j.paid.2013.10.021 CrossRefGoogle Scholar
  83. Neihart, M., Pfeiffer, S. I., & Cross, T. L. (Eds.). (2015). The social and emotional development of gifted children: What do we know? (2nd ed.). Waco, TX: Prufrock Press.Google Scholar
  84. Olszewski-Kubilius, P., Kulieke, M. J., & Krasney, N. (1988). Personality dimensions of gifted adolescents: A review of the empirical literature. Gifted Child Quarterly, 32, 347–352. https://doi.org/10.1177/001698628803200403 CrossRefGoogle Scholar
  85. Olszewski-Kubilius, P., Lee, S.-Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58, 199–216. https://doi.org/10.1177/0016986214526430 CrossRefGoogle Scholar
  86. Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2015a). Conceptualizations of giftedness and the development of talent: Implications for counselors. Journal of Counseling and Development, 93, 143–152. https://doi.org/10.1002/j.1556-6676.2015.00190.x CrossRefGoogle Scholar
  87. Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2015b). Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains. High Ability Studies, 26, 195–210. https://doi.org/10.1080/13598139.2015.1095077 CrossRefGoogle Scholar
  88. Orange, C. (1997). Gifted students and perfectionism. Roeper Review, 20, 39–41. https://doi.org/10.1080/02783199709553849 CrossRefGoogle Scholar
  89. Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239–266). London: Ablex Publishing.Google Scholar
  90. Park, K., Caine, V., & Wimmer, R. (2014). The experiences of Advanced Placement and International Baccalaureate diploma program participants: A systematic review of qualitative research. Journal of Advanced Academics, 25, 129–153. https://doi.org/10.1177/1932202X14532258 CrossRefGoogle Scholar
  91. Parker, W. D. (1998). Birth-order effects in the academically talented. Gifted Child Quarterly, 42, 29–38. https://doi.org/10.1177/001698629804200104 CrossRefGoogle Scholar
  92. Parker, W. D., & Mills, C. J. (1996). The incidence of perfectionism in gifted students. Gifted Child Quarterly, 40, 194–199. https://doi.org/10.1177/001698629604000404 CrossRefGoogle Scholar
  93. Peterson, J. S. (2009). Myth 17: Gifted and talented individuals do not have unique social and emotional needs. Gifted Child Quarterly, 53, 280–282. https://doi.org/10.1177/0016986209346946 CrossRefGoogle Scholar
  94. Piechowski, M. M. (1986). The concept of developmental potential. Roeper Review, 8, 190–197. https://doi.org/10.1080/02783198609552971 CrossRefGoogle Scholar
  95. Piechowski, M. M. (1997). Emotional giftedness: The measure of intrapersonal intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 366–381). Boston, MA: Allyn & Bacon.Google Scholar
  96. Piechowski, M. M., & Colangelo, N. (1984). Developmental potential of the gifted. Gifted Child Quarterly, 28(2), 80–88. https://doi.org/10.1177/001698628402800207 CrossRefGoogle Scholar
  97. Piechowski, M. M., & Cunningham, K. (1985). Patterns of overexcitability in a group of artists. Journal of Creative Behavior, 19, 153–174. https://doi.org/10.1002/j.2162-6057.1985.tb00655.x CrossRefGoogle Scholar
  98. Piechowski, M. M., & Miller, N. B. (1995). Assessing developmental potential in gifted children: A comparison of methods. Roeper Review, 17(3), 176–180. https://doi.org/10.1080/02783199509553654 CrossRefGoogle Scholar
  99. Portešová, S., & Urbánek, T. (2013). Typology of perfectionism in a group of mathematically gifted Czech adolescents over one decade. The Journal of Early Adolescence, 33, 1116–1144. https://doi.org/10.1177/0272431613487603 CrossRefGoogle Scholar
  100. Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 92(8), 81–88. https://doi.org/10.1177/003172171109200821 CrossRefGoogle Scholar
  101. Rice, K. G., & Ray, M. E. (2018). Perfectionism and the gifted. In S. I. Pfeiffer (Editor-in-Chief), APA handbook of giftedness and talent (pp. 645–658). Washington, DC: American Psychological Association.Google Scholar
  102. Richards, J., Encel, J., & Shute, R. (2003). The emotional and behavioural adjustment of intellectually gifted adolescents: A multi-dimensional, multi-informant approach. High Ability Studies, 14, 153–164. https://doi.org/10.1080/1359813032000163889 CrossRefGoogle Scholar
  103. Rinn, A. N. (2006). Effects of a summer program on the social self-concepts of gifted adolescents. Journal of Secondary Gifted Education, 17, 65–75.CrossRefGoogle Scholar
  104. Rinn, A. N. (2007). Effects of programmatic selectivity on the academic achievement, academic self-concepts, and aspirations of gifted college students. Gifted Child Quarterly, 51, 232–245. https://doi.org/10.1177/0016986207302718 CrossRefGoogle Scholar
  105. Rinn, A. N. (2012). Implications for the affective needs of gifted individuals: A response to Subotnik, Olszewski-Kubilius, & Worrell (2011). Gifted Child Quarterly, 56, 206–209. https://doi.org/10.1177/0016986212456076 CrossRefGoogle Scholar
  106. Rinn, A. N., Mendaglio, S., Rudasill, K. M., & Mcqueen, K. S. (2010). Examining the relationship between overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis. Gifted Child Quarterly, 54(1), 3–17. https://doi.org/10.1177/0016986209352682 CrossRefGoogle Scholar
  107. Roeper, A. (1995). Annemarie Roeper: Selected writings and speeches. Minneapolis, MN: Free Spirit.Google Scholar
  108. Rudasill, K. M., Adelson, J. L., Callahan, C. M., Houlihan, D. V., & Keizer, B. M. (2013). Gifted students’ perceptions of parenting styles: Associations with cognitive ability, sex, race, and age. Gifted Child Quarterly, 57, 15–24. https://doi.org/10.1177/0016986212460886 CrossRefGoogle Scholar
  109. Schuler, P. A. (2000). Perfectionism and gifted adolescents. Journal of Secondary Gifted Education, 11, 183–196. https://doi.org/10.4219/jsge-2000-629 CrossRefGoogle Scholar
  110. Shafran, R., & Mansell, W. (2001). Perfectionism and psychopathology: A review of research and treatment. Clinical Psychology Review, 21, 879–906. https://doi.org/10.1016/S0272-7358(00)00072-6 CrossRefPubMedGoogle Scholar
  111. Shechtman, Z., & Silektor, A. (2012). Social competencies and difficulties of gifted children compared to nongifted peers. Roeper Review, 34, 63–72. https://doi.org/10.1080/02783193.2012.627555 CrossRefGoogle Scholar
  112. Silverman, L. K. (1997). The construct of asynchronous development. Peabody Journal of Education, 72(3), 36–58. https://doi.org/10.1207/s15327930pje7203&4_3 CrossRefGoogle Scholar
  113. Speirs Neumeister, K. L. (2004a). Factors influencing the development of perfectionism in gifted college students. Gifted Child Quarterly, 48, 259–274. https://doi.org/10.1177/001698620404800402 CrossRefGoogle Scholar
  114. Speirs Neumeister, K. L. (2004b). Interpreting successes and failures: The influence of perfectionism on perspective. Journal for the Education of the Gifted, 27, 311–335. https://doi.org/10.4219/jeg-2004-320 CrossRefGoogle Scholar
  115. Speirs Neumeister, K. L. (2004c). Understanding the relationship between perfectionism and achievement motivation in gifted college students. Gifted Child Quarterly, 48, 219–231. https://doi.org/10.1177/001698620404800306 CrossRefGoogle Scholar
  116. Speirs Neumeister, K. L., Williams, K. K., & Cross, T. L. (2007). Perfectionism in gifted high-school students: Responses to academic challenge. Roeper Review, 29, 11–18. https://doi.org/10.1080/02783193.2007.11869219 CrossRefGoogle Scholar
  117. Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10, 295–319. https://doi.org/10.1207/s15327957pspr1004_2 CrossRefPubMedGoogle Scholar
  118. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3–54. https://doi.org/10.1177/1529100611418056 CrossRefPubMedGoogle Scholar
  119. Swiatek, M. A. (2001). Social coping among gifted high school students and its relationship to self-concept. Journal of Youth and Adolescence, 30, 19–39. https://doi.org/10.1023/A:1005268704144 CrossRefGoogle Scholar
  120. Terman, L. M. (1925). Mental and physical traits of a thousand gifted children, Genetic studies of genius (Vol. 1). Stanford, CA: Stanford University Press.Google Scholar
  121. Tolan, S. S. (2013). Hollingworth, Dabrowski, Gandhi, Columbus, and some others: The history of the Columbus group. In C. S. Neville, M. M. Piechowski, & S. S. Tolan (Eds.), Off the charts: Asynchrony and the gifted child (pp. 9–17). Unionville, NY: Royal Fireworks Press.Google Scholar
  122. Tsui, J. M., & Mazzocco, M. M. (2007). Mathematics and perfectionism: Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders. Roeper Review, 29, 132–139. https://doi.org/10.1080/02783190709554397 CrossRefPubMedPubMedCentralGoogle Scholar
  123. Tucker, B., & Hafenstein, N. L. (1997). Psychological intensities in young gifted children. Gifted Child Quarterly, 41, 66–75. https://doi.org/10.1177/001698629704100302 CrossRefGoogle Scholar
  124. Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of “high-level potentialities” (highly gifted) children. International Journal of Pediatrics, 2011, 1. https://doi.org/10.1155/2011/420297 CrossRefGoogle Scholar
  125. Van den Broeck, W., Hofmans, J., Cooremans, S., & Staels, E. (2014). Factorial validity and measurement invariance across intelligence levels and gender of the Overexcitabilities Questionnaire-II (OEQ-II). Psychological Assessment, 26, 55–68. https://doi.org/10.1037/a0034475 CrossRefPubMedGoogle Scholar
  126. Vandiver, B. J., & Worrell, F. C. (2002). The reliability and validity of scores on the Almost Perfect Scale-Revised with academically talented middle school students. Journal of Secondary Gifted Education, 13, 108–119. https://doi.org/10.4219/jsge-2002-372 CrossRefGoogle Scholar
  127. Vialle, W. (1994). ‘Termanal’ science? The work of Lewis Terman revisited. Roeper Review, 17, 32–38. https://doi.org/10.1080/02783199409553614 CrossRefGoogle Scholar
  128. Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58, 51–68. https://doi.org/10.1177/0016986213513795 CrossRefGoogle Scholar
  129. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
  130. Wang, K. T., Fu, C. C., & Rice, K. G. (2012). Perfectionism in gifted students: Moderating effects of goal orientation and contingent self-worth. School Psychology Quarterly, 27, 96–108. https://doi.org/10.1037/a0029215 CrossRefPubMedGoogle Scholar
  131. Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger’s, depression, and other disorders. Scottsdale, AZ: Great Potential Press.Google Scholar
  132. Weiner, B. (1986). An attributional theory of motivation and emotion. New York, NY: Springer.CrossRefGoogle Scholar
  133. Wigfield, A., & Eccles, J. (2002). The development of achievement motivation. San Diego, CA: Academic Press.Google Scholar
  134. Wirthwein, L., Becker, C. V., Loehr, E.-M., & Rost, D. H. (2011). Overexcitabilities in gifted and non-gifted adults: Does sex matter? High Ability Studies, 22, 145–153. https://doi.org/10.1080/13598139.2011.622944 CrossRefGoogle Scholar
  135. Woolfolk, A. (2009). Educational psychology (11th ed.). Boston, MA: Pearson.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.College of EducationUniversity of North TexasDentonUSA
  2. 2.Lakeview Elementary SchoolLittle ElmUSA

Personalised recommendations