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Posted: July 17th, 2022
Annotated Bibliography
Gifted children have an extraordinary ability to exercise sensitive judgment for solving problems to adapt to new
situations and to learn from new experiences. They also have an extra ordinary memory and an unquenchable thirst
for knowledge. Gifted girls and boys have different coping mechanisms and are likely to face different problems.
Gifted girls hide their abilities and learn to blend in with other children. Gifted boys are easier to spot, but they are
often considered “immature” and may be held back in school if they cannot socialize with children their own age
with whom they have no common interests. The research study aims at determining the impact of emotional aspect
of girls and boys who are gifted. Data was collected using Standard Progressive Matrices (SPM) by Raven for IQ
and Eight State Questionnaire (8SQ) by Cattell for emotional aspects. IQ test was administered on 525 children
from 8th, 9th, and 10th class (13 to 16 year old) from Jaipur city, Rajasthan (India) but only 55 children were found
to be gifted on whom 8SQ was administered. Results showed that there was no difference in emotional aspects
among gifted girls and boys. They both have same kind of emotions at this level. We can say that gifted girls and
boys of this age group have the same level of stress, depression, fatigue etc.
Keywords: gifted boys, gifted girls, emotional aspects
Gifted children are quick, elaborate and original thinkers, they are students may be less well-adjusted that both achieving gifted
able to generate possibilities, consequences and ideas. They are students and an unselected group of same-age students.
bestowed with a sense of independence and purposefulness and an Emotional aspects exceptional dedication to their field of productivity.
Exploring Many gifted children are immensely sensitive. They seem to take the full potential of the gifted child is a long and difficult
everything to heart and get highly upset by words and deeds that process and usually requires the encouragement and understanding
other children can ignore or get over quickly. of his parents and teachers. Very often these gifted children go
unnoticed and undiscovered to the extent that their gifts are often Asynchronous development relates to uneven intellectual,
submerged and forgotten. These children generally turn out to being physical, and emotional development. In average children,
underachievers as they are unable to realize their potential. intellectual, physical, and emotional development progresses at the
Maximum same level. That is, the development is in “sync.” An average five- gifted children display a higher rate of concentration
year-old has the intellectual and physical abilities as well as the and memory capacity. Achievement patterns also vary. Differences
may emotional maturity most other five year olds have. However, in be found, even when they are grouped together. Some are very
gifted children, the development of those areas is out of “sync.” strong in one subject and weak in others. The gifted mathematician
may They do not progress at the same level. A gifted five year old child’s be average in leadership, the gifted artist may be poor in
mathematics development profile could look like this: Intellectual ability age 10, and the early reader may lack the ability to recognize
Physical ability age 5, Emotional maturity age 3 Or this: Intellectual time and materials.
ability age 11, Physical ability age 5, Emotional maturity age 6. Definition provided by Purcell (1978) “The term gifted and
Gifted children can intellectually understand complex concepts talented means children, and whenever applicable, youth who are
but may be unable to deal with those concepts emotionally, such as identified at the preschool, elementary, or secondary level as
intense concerns about death, the future, sex, and other such issues. possessing demonstrated or potential abilities that give evidence of
high performance capability in areas such as intellectual, creative, Gifted children’s physical development may lead to an inability to
specific academic or leadership ability, or in performing and visual complete a task they are capable of intellectually (Perfectionism may
arts and who by reason there of require services or activities not play a role in this frustration as well). Gifted children may be able to
ordinarily provided by the school”. participate in adult discussions such as global warming or world
A hunger or world war one minute and the next minute cry and whine study done by Luthar et at. (1992), gifted students were found to
because a sibling took a favorite toy. Intense sensitivity can cause be more similar to college students (on cognitive maturity) than to
gifted childrentotake criticism, or evengeneral anger, verypersonally. students of their own chronological age. Measures of cognitive
ability, depression, anxiety, locus of control, and real and idea self- Sensitivity and well-developed sense of right and wrong can lead
image were administered. Gifted students were generally high on to concern over wars, starving children, pollution and other injustice
psychological adjustment and had less depression and better self- and violence. If they are overloaded with images and discussions of
image than same-age students. The authors speculate that previous these issues, they can become introverted and withdrawn or even
inconsistencies in the research on the adjustment of the gifted may be suffer from “existential depression”.
due to differences in achievement: that is, that under achieving gifted It has been thought that there is a correlation between gifted and
depression or suicide. This has generally not been proven as Reis
and Renzulli mentioned, “With the exception of creativity gifted
adolescents who are talented in writing or the visual arts, studies do
Difference between emotional aspects of gifted girls and boys
Indian Journal of Health and Wellbeing
2014, 5(12), 1525-1526
http://www.iahrw.com/index.php/home/journal_detail/19#list
© 2014 Indian Association of Health,
Research and Welfare
ISSN-p-2229-5356,e-2321-3698
Bharti Agrawal and Surabhi Purohit
Department of Home Science, University of Rajasthan, Jaipur, Rajasthan
Correspondence should be sent to Bharti Agrawal
Department of Home Science, University of Rajasthan, Jaipur
not confirm that gifted individuals manifest significance higher or excited, stimulated and enthusiastic then the same characteristics are
lower rates or sensitivity of depression than those for the general to be displayed by the gifted boy.
population. Gifted children have advanced cognitive abilities, social Table 2: Showing t-values of dimensions of emotional aspects isolation, sensitivity, and uneven development may cause them to between gifted girls and boys face some challenging social and emotional issues, but their
problem-solving abilities, advanced social skills, moral reasoning, Variables Subject Mean SD t-value Level of
Significance out-of-school interest, and satisfaction in achievement may help
them to be more resilient”. Also no research points to suicide rates Anxiety Girls 14.47 6.34 0.579 NS
being higher in gifted adolescents than other adolescents. However a Boys 13.45 4.82
number of people note a higher incidence of existential depression, Stress Girls 14.87 5.14 0.364 NS
which is due to highly abstract concern such as life, death, freedom Boys 15.23 5.25
and the meaning of life. Gifted individual are also more likely to feel Depression Girls 12.53 6.28 0.438 NS
existential anxiety.
Boys 13.93 4.28
Method Regression Girls 12.80 4.07 0.069 NS
Boys 15.30 5.14
For the present research, one co-educational Senior Secondary Fatigue Girls 11.87 3.39 0.805 NS
School, Jaipur, Rajasthan, India was taken up. SPM test (Standard Boys 12.15 4.58
Progressive Matrices) by J. C. Raven (1936) was administered on Guilt Girls 13.53 5.89 0.826 NS
525 students of 8th, 9th and 10th class. Out of 525 students, 55 Boys 13.15 5.10
students were found to be gifted. 15 students were girls and rest 40 Extraversion Girls 19.47 4.89 0.365 NS students were boys. These children were further administered for
Boys 20.80 4.37 8SQ test (Eight State Questionnaire) by Cattell (1976) for emotional
Arousal Girls 19.20 4.46 0.751 NS aspects.
Boys 19.63 4.14
Results and discussion Kline and Short (1991 a, b) was found that gifted girls in high
The main school had significantly less self-confidence, more perfectionism, purpose of the present investigation was to assess the
and more discouragement than younger gifted girls. There were no impact of emotional aspect on girls and boys who are gifted.
age differences in hopelessness, but means were above the norms. The data was collected, processed and analyzed statistically. To
Whereas Gifted high school boys felt less discouragement and find out the results, various statistical procedures of mean, standard
hopelessness than younger boys; there were no age difference in deviation and t-test were computed.
self-confidence or perfectionism scores were similar for high school
Table 1: Mean and SD of Gifted Children girls and boys on self confidence and perfectionism, but girls scored
higher on discouragement and hopelessness. Variables Mean SD
IQ 43.34 16.29 References
Table 1: Shows the mean and standard deviations of the Gifted
Children
Table 2 reveals that there is no significant difference in emotions
among gifted girls and boys. They both have same level of anxiety,
stress, depression, regression, fatigue, guilt, extraversion, and
arousal. After this we can say that when gifted girls is tense,
emotionally upset, feeling a lot of pressure, unhappy, disappointed,
confused, unorganized, unable to concentrate, exhausted, have no
energy, regretful, very sociable, outgoing, adventure some, talkative,
Kline, B.E., & Short, E.B. (1991a). Changes in emotional resilience: Gifted adolescent
boys. Roeper Review, 13, 184-187.
Kline, B.E., & Short, E.B. (1991b). Changes in emotional resilience: Gifted adolescent
females. Roeper Review, 13, 118-121.
Luthar, S., Zigler, E., & Goldstein, D. (1992). Psychosocial adjustment among
intellectually gifted adolescents: The role of cognitive-developmental and
experiential factors. Journal of child psychology and psychiatry, 33, 361-373.
Purcell, C. (1978). Gifted and Talented children’s Education Act of 1978. Washington,
DC: U. S. Government Printing Office.
Reis, S. M. & Renzulli, J. S. (2004). Current Research on the Social and Emotional
Development of Gifted and Talented Students: Good News and Future Possibilities.
Psychology in the Schools, 41, published online in Wiley Inter Science.
1526 AGRAWAL AND PUROHIT/ DIFFERENCE BETWEEN EMOTIONAL ASPECTS
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