Abstract
The questionnaire responses of 24 markedly accelerated young students were compared with those of 24 regular-aged university students, 23 National Merit Scholars, and 27 students who had qualified for acceleration but instead elected to participate in high school. Measures included the Minnesota Multiphasic Personality Inventory, California Psychological Inventory, the Tennessee Self-Concept Scale, and the Inventory of Parent and Peer Attachment. Accelerated students differed minimally from the college-aged groups, and not at all from high-ability age mates, on all of the measures, a finding contrary to the expectation that skipping high school is likely to be deleterious to one's adjustment. Both groups of normal-aged college students were more socially assertive. The accelerated students were less conforming and conventional than the others, but mean differences were small and not indicative of admustment difficulties. The study provides no basis for concern about the typical psychological and social adjustment of accelerated students.
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The research reported here and, in part, the program it describes, were funded by a grant from the William H. Donner Foundation, the support of which is gratefully acknowledged.
Received Ph.D. from Standford University. Research interests include the development of gifted and mentally retarded individuals.
Received Ph.D. from Ohio State University. Research interests include psychosocial aspects of talent development.
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Robinson, N.M., Janos, P.M. Psychological adjustment in a college-level program of marked academic acceleration. J Youth Adolescence 15, 51–60 (1986). https://doi.org/10.1007/BF02140783
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DOI: https://doi.org/10.1007/BF02140783