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Peer reviewedBouchet, Nicole; Falk, R. Frank – Gifted Child Quarterly, 2001
This study examined the relationship among giftedness, gender, and over excitability in 562 university students. Gifted students scored significantly higher on intellectual and emotional over excitability than comparison students. Also, males scored higher on intellectual, imaginational, and psychomotor over excitability, while females scored…
Descriptors: College Students, Gifted, Higher Education, Personality Traits
Peer reviewedSchroer, Anne C. P.; Dorn, Fred J. – Journal of Counseling & Development, 1986
Describes a group program for college freshmen and sophomores who have won scholarships. Tested participants to determine whether differences related to career indecision existed between men and women. Analyzed whether the Career Motivation Program helped gifted students to become more decisive about choices of college majors and careers.…
Descriptors: Academic Achievement, Career Counseling, Career Development, College Students
Peer reviewedOlszewski-Kubilius, Paula M.; And Others – Gifted Child Quarterly, 1988
Literature is reviewed on the personality dimensions of gifted individuals, focusing on: differences between gifted individuals and same-age non-gifted individuals, differences between gifted individuals and older non-gifted individuals, differences between gifted males and gifted females, and differences between gifted achievers and…
Descriptors: Age Differences, Comparative Analysis, Elementary Secondary Education, Gifted
Peer reviewedThorne, Yvonne Martinez – Roeper Review, 1995
This study investigated achievement motivation based on a survey of 63 Latina women (43 doctoral graduates and 20 completers of doctoral coursework) and interviews with 10 of the women. Results indicated varying strengths in intrinsic achievement motives of mastery, work, competitiveness, and personal unconcern; low levels of sex-role…
Descriptors: Achievement Need, Attitudes, Doctoral Degrees, Fear of Success
Peer reviewedCornell, Dewey G.; And Others – Gifted Child Quarterly, 1991
This study evaluated whether personality and family characteristics could predict socioemotional adjustment of 44 adolescent girls enrolled in a residential early college entrance/acceleration program. Results indicated predictive relationships between staff, student, and peer assessments (such as Jackson Personality Inventory and the…
Descriptors: Acceleration (Education), Adolescents, College Admission, College Students
