ERIC Number: EJ746290
Record Type: Journal
Publication Date: 2006-Jun
Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Nonacceleration
Gross, Miraca U. M.
Journal for the Education of the Gifted, v29 n4 p404-429 Jun 2006
A 20-year longitudinal study has traced the academic, social, and emotional development of 60 young Australians with IQs of 160 and above. Significant differences have been noted in the young people's educational status and direction, life satisfaction, social relationships, and self-esteem as a function of the degree of academic acceleration their schools permitted them in childhood and adolescence. The considerable majority of young people who have been radically accelerated, or who accelerated by 2 years, report high degrees of life satisfaction, have taken research degrees at leading universities, have professional careers, and report facilitative social and love relationships. Young people of equal abilities who accelerated by only 1 year or who have not been permitted acceleration have tended to enter less academically rigorous college courses, report lower levels of life satisfaction, and in many cases, experience significant difficulties with socialization. Several did not graduate from college or high school. Without exception, these young people possess multiple talents; however, for some, the extent and direction of talent development has been dictated by their schools' academic priorities or their teachers' willingness or unwillingness to assist in the development of particular talent areas.
Descriptors: Gifted, Longitudinal Studies, Acceleration (Education), Social Development, Emotional Development, Foreign Countries, Intelligence Quotient, Young Children, Life Satisfaction, Self Esteem, Adolescents, Educational Experience, Socialization, Talent Development, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Authoring Institution: N/A
Identifiers - Location: Australia; United States