A further look at youth intellectual giftedness and its correlates: Values, interests, performance, and behavior

This study was an attempt at furthering previous broad-based analyses of in tellectual giftedness and at extending our knowledge and understanding of g iftedness, achievement and intelligence in general as well as the youth dev elopmental process and differences for males and females. To do this, six g roups of 10th grade students were selected from distributions of a large st ratified random sample of 1,000 American high schools (N = 12,630). Groups were selected based on scores on a highly reliable composite of general int elligence. Samples were created by selecting the top 5 percent, the top 20 percent, and the lower 80 percent of male and female distributions. Indices assessed in the base year (10th grade) as well as four years following hig h school graduation were examined. Measures of high school experiences, fam ily characteristics, study habits, social attitudes, future plans, post-gra duation activities and self-esteem were assessed, most of which manifested association with intellectual giftedness as well as examinee sex. Results a re discussed with respect to their implications for American youth achievem ent levels, manpower planning, and possible educational interventions.