Anne N. Rinn

Effects of Programmatic Selectivity on the Academic Achievement, Academic Self-Concepts, and Aspirations of Gifted College Students

The purpose of this study is to examine the academic achievement, academic self-concepts, and aspirations of gifted college students who are enrolled in an honors program and of gifted college students who are not enrolled in an honors program. Participants include 294 gifted college students, 248 of whom were enrolled in an honors program and 46 who were not enrolled in an honors program. A series of analyses of covariance is used to compare the mean grade point averages, academic self-concepts, and educational aspirations of the two groups. Academic self-concept is measured using the Academic subscale of the Self Description Questionnaire III. Results indicate the gifted/honors students have higher academic achievement and higher academic self-concepts than the gifted/ nonhonors students, even when controlling for SAT score. No significant differences are found with regard to aspirations. Implications are discussed.

Effects of a Summer Program on the Social Self-Concepts of Gifted Adolescents

This study investigates the change in social self-concept among adolescents participating in a summer program for the gifted. Participants include 140 gifted students who had completed the 7th through 10th grade during the previous academic year. Social self-concept was measured at the beginning and end of the summer camp using the same-sex peer relations and the opposite-sex peer relations subscales of the Self-Description Questionnaire II (Marsh, 1990). Results indicate both males and females experienced an increase in their perceived same-sex peer relations and their perceived opposite-sex peer relations over the course of the summer program. Conclusions and implications for education policy are discussed.

Gifted Adolescents' Overexcitabilities and Self-Concepts: "An Analysis of Gender and Grade Level".

The current study examined the relationship between gifted adolescents’ overexcitabilities and self‐concept, while also exploring gender and grade‐level differences in overexcitabilities. Participants included 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Overexcitabllities were measured using the Overexcitabilities Questionnaire‐Two (Falk, Lind, Miller, Piechowski, & Silverman, 1999). Multiple facets of self‐concept were measured using the Self Description Questionnaire II (Marsh, 1990). Females reported higher sensual, imaginational, and emotional overexcitability subscale scores than males. Grade‐level differences were found for intellectual overexcitability. There were no gender or grade level differences for psychomotor overexcitability. Results indicate multiple relationships between overexcitabilities, self‐concept, and grade level. Conclusions and implications are discussed.

Preservice Teachers' Perceptions of Behaviors Characteristic of ADHD and Giftedness

The purpose of this study was to replicate and extend Hartnett, Nelson, and Rinns (2004) study using a sample of preservice teachers in order to examine the potential for the misdiagnosis of giftedness and ADHD. Participants included 132 preservice teachers enrolled in a comprehensive university in the South. A chi-square analysis indicated the suggestion of giftedness influenced the diagnosis of behaviors that can be typical of both giftedness and ADHD, as found in Hartnett et al. Conclusions and implications are discussed.

Using Self-Concept Instruments with High-Ability College Students: Reliability and Validity Evidence.

This study investigated the reliability and validity of the academic subscales of Marshs Self-Description Questionnaire III and Neeman and Harters Self-Perception Profile for College Students for use with high-ability college students. Participants included 100 high-ability college students and 196 average-ability college students enrolled in a comprehensive university in the South. Data analysis estimates of internal consistency were moderate, and estimates of relationships with external validity criteria, namely, academic achievement, aspirations, and year in school, moderately supported the validity of each subscale. Results indicate some support for the use of each subscale with high-ability college students. Putting the Research to Use: Academic self-concept is a construct that likely affects multiple other academic areas, including academic achievement, educational aspirations, career aspirations, and retention. Among high-ability college students, academic self-concept may be related to participation in an honors program and living in an honors residence hall, which may further the academic, social, and emotional collegiate experience. Having a psychometrically sound measure of academic self-concept that is appropriate for use with high-ability college students will enable researchers to effectively study the academic self-concepts of high-ability college students. Traditional measures of academic self-concept are often validated on younger samples of high-ability students, but the research is lacking on validity research related to samples of college students.

The Possibility of Misdiagnosis of Giftedness and ADHD Still Exists: A Response to Mika.

In a previous article, we provided a review of the literature pertaining to the potential misdilagnosis of giftedness as ADHD, as well as a small‐scale study to illustrate this potential misdiagnosis. In this issue of Roeper Review, Mika provides several criticisms of that paper. In this article, we provide responses to her arguments by discussing the “symptoms” of giftedness; the relationship between ADHD, giftedness, and overexcitabilities; and the diagnosis of ADHD.

Overexcitabilities and ADHD in the Gifted: An Examination.

Gifted children and adolescents can display behavioral characteristics similar to those exhibited by children and adolescents who have been diagnosed with attention-deficit hyperactivity disorder (ADHD), leading to potential issues with misdiagnosis. The overlapping characteristics between giftedness and ADHD are often seen as anecdotal or to only exist in theory, such as that explained by Dabrowskis theory of positive disintegration and his notion of overexcitabilities. There is a paucity of empirical data to support this perceived relationship between ADHD and overexcitabilities. This study provides empirical support for a relationship between ADHD and overexcitabilities within a sample of gifted adolescents. Implications are discussed.

Giftedness and ADHD: Identification, Misdiagnosis, and Dual Diagnosis

Many gifted characteristics overlap the symptoms of attention deficity–hyperactivity disorder (ADHD). The potential for the misdiagnosis of giftedness as ADHD exists, but so does the potential for a dual diagnosis of giftedness and ADHD. A decade after the misdiagnosis of giftedness as ADHD was first investigated we examine lessons learned regarding misdiagnosis, dual diagnosis, and the identification of giftedness and ADHD. The current study reviewed empirical studies of the misdiagnosis, identification, and dual diagnosis of giftedness and ADHD published in peer-reviewed domestic and international academic journals between 2000 and 2014. We explored the literature for diagnostic trends and challenges, theories of misdiagnosis, and empirical findings on dual diagnosis. We discuss differences between misdiagnosis and dual diagnosis and conclude with a description of limitations found within reviewed studies and suggestions for future research.