Academic Acceleration in Gifted Youth and Fruitless Concerns Regarding Psychological Well-Being: A 35-Year Longitudinal Study

Autor/inn/en	Bernstein, Brian O.; Lubinski, David; Benbow, Camilla P.
Titel	Academic Acceleration in Gifted Youth and Fruitless Concerns Regarding Psychological Well-Being: A 35-Year Longitudinal Study
Quelle	In: Journal of Educational Psychology, 113 (2021) 4, S.830-845 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lubinski, David) ORCID (Benbow, Camilla P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000500
Schlagwörter	Acceleration (Education); Gifted; Well Being; Longitudinal Studies; Educational Attainment; Replication (Evaluation); High School Students; Adults; Life Satisfaction; Affective Behavior + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Begabter, Hoch Begabter; Well-being; Wellness; Wohlbefinden; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsabschluss; Bildungsgut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lebensvollendung; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Academic acceleration of intellectually precocious youth is believed to harm overall psychological well-being even though short-term studies do not support this belief. Here we examine the long-term effects. Study 1 involves three cohorts identified before age 13, then longitudinally tracked for over 35 years: Cohort 1 gifted (top 1% in ability, identified 1972-1974, N = 1,020), Cohort 2 highly gifted (top 0.5% in ability, identified 1976-1979, N = 396), and Cohort 3 profoundly gifted (top 0.01% in ability, identified 1980-1983, N = 220). Two forms of educational acceleration were examined: (a) age at high school graduation and (b) quantity of advanced learning opportunities pursued prior to high school graduation. Participants were evaluated at age 50 on several well-known indicators of psychological well-being. Amount of acceleration did not covary with psychological well-being. Study 2, a constructive replication of Study 1, used a different high-potential sample--elite science, technology, engineering, and mathematics graduate students (N = 478) identified in 1992. Their educational histories were assessed at age 25 and they were followed up at age 50 using the same psychological assessments. Again, the amount of educational acceleration did not covary with psychological well-being. Further, the psychological well-being of participants in both studies was above the average of national probability samples. Concerns about long-term social/emotional effects of acceleration for high-potential students appear to be unwarranted, as has been demonstrated for short-term effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01