ArticleThe British journal of educational psychology2021
Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM-gifted adolescents and their peers.
Article in The British journal of educational psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Leverage Points for Wellbeing and Achievement in Vocational Education: A Network Analysis of Psychological Factors Across Gender and Majors.Behavioral sciences (Basel, Switzerland) · 2026Article
- Anxiety and Performance in High-Achieving Adolescents: Associations Among 8 General and Specific Anxiety Measures and 13 School Grades.PsyCh journal · 2026Article
- Elusive Sources for Gender Differences in Spatial Ability: The Role of Personality, Spatial Interests, and Everyday Behaviours.Psychology in Russia : state of the art · 2025Article
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- No evidence of a positive effect of learning Chinese language as an L2 on spatial ability.Scientific reports · 2023Article
- Is There a "Gifted Personality"? Initial Evidence for Differences between MENSA and General Population Members in the HEXACO Personality Inventory.Journal of Intelligence · 2022Article
- The Jack and Jill Adaptive Working Memory Task: Construction, Calibration and Validation.PloS one · 2022Article
- Measuring Spatial Ability for Talent Identification, Educational Assessment, and Support: Evidence from Adolescents with High Achievement in Science, Arts, and Sports.Psychology in Russia : state of the art · 2021Article
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6 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundIndividual differences in personality, behavioural, and academic outcomes of gifted adolescents remain under-explored.
aimsThe present study directly compared selected and unselected adolescents on multiple measures of personality, behavioural strengths and difficulties, and achievement. SAMPLE: Nine hundred seventy-three adolescents selected for high performance in Science, Technology, Engineering, and Mathematical (STEM) fields (M = 15.23; SD = 1.11), and one thousand two hundred sixty-one unselected adolescents (M = 15.07; SD = 1.18) participated in the study.
methodsParticipants completed self-report measures that assess the Big Five, the Dark Triad, and Behavioural Strengths and Difficulties. Demographic information and academic achievement in Maths and Russian were also obtained.
resultsThe observed differences in personality and behaviour traits between selected and unselected samples were negligible as measured by ANOVAs. The selected sample had on average slightly lower scores on conscientiousness, extraversion, agreeableness, openness to experience, and subclinical narcissism, partial Eta Squared (ES) = [.01 to .05]; slightly lower scores on prosocial behaviour; and slightly higher scores on internalizing and externalizing problems, ES = [.01 to .04]. The selected group also showed higher Year and Examination grades (ES = .05 and .23, respectively). However, MANOVA results showed larger differences between samples (ES = .15).
conclusionOur results showed no pronounced differences between selected and unselected samples in any trait apart from examination performance. However, multivariate results suggest greater overall differences. These results suggest that high-achieving individuals may be characterized by specific combinations of personality and behavioural traits.
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