Volume 12, Issue 2 (1983)
Emotional Stability of Intellectually Superior Children Versus Nongifted Peers as Estimated by Chronic Anxiety Levels
Cecil R. Reynolds, Michael Bradley
ABSTRACT: Despite current interests in the education of intellectually superior students,there remains a paucity of research on the affective characteristics of these children relative to other categories of exceptionality. The present study evaluated the emotional stability of a large group of children (N = 465) with IQs above 129 relative to a random sample (N = 329) of children attending only regular classroom programs. On multiple measures of chronic, manifest anxiety, the intellectually gifted sample consistently displayed lower levels of anxiety than their non-gifted peers,indicating better overall adjustment. These findings should help lay to rest the seemingly robust mythology of the emotionally unstable genius.
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