Levels of Intellectual Giftedness, Culture, and the Forced-Choice Dilemma

This study investigated whether intellectually gifted students in Australia, with different levels of giftedness and cultural orientations, had different experiences of the forced-choice dilemma-choosing between the needs for peer acceptance and academic achievement. A random sample of 231 intellect...

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Bibliographic Details
Published inRoeper review Vol. 33; no. 3; pp. 182 - 197
Main Authors Jung, Jae Yup, Barnett, Kerry, Gross, Miraca U. M., McCormick, John
Format Journal Article
LanguageEnglish
Published Bloomfield Hills Taylor & Francis Group 01.07.2011
Routledge
Taylor & Francis Inc
Subjects
Ability Identification
above-level tests
Academic Achievement
Academically Gifted
Adolescents
allocentrism
At Risk Students
Australia
Child development
Child psychology
collectivism
Conflict
Cultural Differences
cultural orientation
Culture
Early Adolescents
Factor Analysis
forced-choice dilemma
Foreign Countries
Gifted
Gifted children
Gifted education
giftedness
high school
idiocentrism
individualism
levels of giftedness
Males
Multiple Regression Analysis
Peer Acceptance
Peer Groups
Peers
Secondary School Students
Selection
Student Diversity
Teenagers
Australia
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Summary:This study investigated whether intellectually gifted students in Australia, with different levels of giftedness and cultural orientations, had different experiences of the forced-choice dilemma-choosing between the needs for peer acceptance and academic achievement. A random sample of 231 intellectually gifted students attending secondary school completed and returned a self-report questionnaire. The data were analyzed using factor analysis and multiple regression analysis. The study found some support for the hypothesis that level of intellectual giftedness was positively related to the experience of the forced-choice dilemma. It was also shown that those with medium-level vertical allocentric orientations toward the family were likely to be the most vulnerable to the phenomenon. Intellectually gifted male adolescents, intellectually gifted students in early adolescence, and intellectually gifted students with peers of different cultural backgrounds were additional groups identified as being at risk.
ISSN:0278-3193
1940-865X
DOI:10.1080/02783193.2011.580501