Assessing vocational preferences among gifted adolescents adds incrementalvalidity to abilities: A discriminant analysis of educational outcomes over a 10-year interval

The researchers used the theory of work adjustment (R. V. Dawis & L. H. Lof quist, 1984; L. H. Lofquist & R. V. Dawis, 1991) and C. P. Snow's (1959) co nceptualization of two cultures as theoretical frameworks to analyze the in cremental validity of above-level preference assessment (relative to abilit ies) in predicting humanities, math-science, and other college majors compl eted 10 years later by intellectually gifted adolescents. Scholastic Aptitu de Tests and Study of Values assessments of 432 intellectually gifted adole scents (age 13) provided unique and valuable information for predicting the type of college major completed 10 years after initial assessment. These p ositive findings add to growing support for the applied utility of teaming preference assessments among the gifted with above-level assessments of abi lity. For intellectually gifted adolescents, these assessments could facili tate educational planning (and counseling).