INTERNALIZING SYMPTOMS OF GIFTED AND NONGIFTED ELEMENTARY-AGE STUDENTS - A COMPARATIVE VALIDITY STUDY USING THE INTERNALIZING SYMPTOMS SCALE FOR CHILDREN

As part of the validation research process for a new self-report socia l-emotional test for children, internalizing social-emotional symptoms (e.g., depression, anxiety, social withdrawal, somatic complaints, po sitive and negative affectivity) of a group of elementary-age gifted s tudents (n = 65) were contrasted with those of a carefully matched (by gender and age) comparison group of non-gifted students (n = 65). Sub jects completed the Internalizing Symptoms Scale for Children (ISSC) ( Merrell & Walters, 1996), a self-report measure of internalizing sympt oms, affect, and cognition. The gifted students reported significantly fewer internalizing symptoms than did the comparison group. An analys is of critical items separating the two groups indicated that the gift ed students differed most substantially from their non-gifted peers on ISSC items that relate to self-efficacy and perceived self-importance . Although these types of self-perceptions are considered to be a peri pheral rather than a central component of specific internalizing disor ders, it is hypothesized that their positive presence in children may act as a ''buffering'' factor, possibly insulating children from insul ts to their social-emotional functioning that may lead to the developm ent of internalizing forms of psychopathology. The results of this inv estigation are discussed in terms of their relationship to conflicting previous research in this area, to future research needs in the study of social-emotional symptoms and development of gifted children, and in terms of the construct validity evidence for the ISSC. (C) 1996 Joh n Wiley & Sons, Inc.