The psychological well-being of gifted primary school children

Abstract

This study examined differences in psychological well-being between gifted and non-gifted primary school children and the effect of a pull-out programme on the psychological well-being of gifted children. The programme was offered to selected groups (N=25) of gifted children aged between 6.2 and 8.2 years old at five primary schools in the Netherlands. The intervention focussed on opportunities to develop creativity and social emotional skills. Results showed that gifted children experienced a significantly higher self-concept regarding scholastic competence in comparison to non-gifted children; t(72) = 1.67, p = .05, d = 0.41. However, gifted children were rated to have fewer pro-social skills by their parents; t(67.42) = -2.76, p = .01, d = -0.62. They also had a lower social impact compared to their non-gifted peers; t(43) = -2.07, p = .02, d = -0.60. No significant effects of the intervention on self-concept and general school enjoyment were found.