Étude transversale de l’anxiété trait dans un groupe de 111 enfants intellectuellement surdoués

Guénolé, Fabian; Louis, J.; Créveuil, Christian; Montlahuc, Claire; Baleyte, Jean–Marc; Fourneret, Pierre; Revol, Olivier

doi:10.1016/j.encep.2013.02.001

Cited by 20 publications

(12 citation statements)

References 30 publications

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“…As PDDs are thought to represent the high-level cooccurrence of continuously distributed quantitative traits [47], it could be hypothesized that a significant proportion of clinically referred gifted children may be situated at the border of such developmental atypicalities. Incidentally, it has been observed that gifted children with behavioral impairment tend to minimize their problems [48, 49], which could reflect defective coping implying denial [50] and thus corroborate the hypothesis that they globally display psychopathological features of rather severe symptomatic nature.…”

Section: Discussionmentioning

confidence: 70%

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

Guénolé

Louis

Créveuil

et al. 2013

BioMed Research International

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It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior), and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145) or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests). We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler's intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior), revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

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Section: Discussionmentioning

confidence: 70%

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

Guénolé

Louis

Créveuil

et al. 2013

BioMed Research International

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“…But how do they fare when they grow up? Only very few studies have tackled this question (e.g., Lubinski et al, 2006; Wirthwein and Rost, 2011; Dijkstra et al, 2012; Pollet and Schnell, 2017; Karprinski et al, 2018; Vötter and Schnell, 2019a, b).…”

Section: Introductionmentioning

confidence: 99%

Bringing Giftedness to Bear: Generativity, Meaningfulness, and Self-Control as Resources for a Happy Life Among Gifted Adults

Vötter

Schnell

2019

Front. Psychol.

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Meaning in life has been found to be of particular importance for the subjective well-being of intellectually gifted individuals. However, there is a lack of research about what contributes to gifted adults’ meaning in life and how it could be enhanced. This study examined if the devotion of one’s gift or talent to the well-being of others—i.e., the source of meaning “generativity”—would lead to a sense of meaning and, in further consequence, result in higher subjective well-being over time. Furthermore, we hypothesized that the effect of meaningfulness on subjective well-being was conditional on trait self-control. Longitudinal data of two gifted groups was obtained via an online study: 100 intellectually gifted individuals (55% female; mean age 43 ± 9 years) and 52 high academic achievers (29% female; mean age 57 ± 14 years). The former group experienced significantly lower levels of meaningfulness (p = 0.001, η2 = 0.076), self-control (p < 0.001, η2 = 0.090), and generativity (p = 0.025, η2 = 0.034) than the latter. As expected, the actualization of generative orientations in life enhanced both gifted groups’ meaningfulness and, in further consequence, their subjective well-being over time. Furthermore, the positive association between life meaning and subjective well-being was enhanced by trait self-control among the intellectually gifted but not among the high academic achievers. However, as proposed, the latter’s subjective well-being was strongly related to self-control. Results highlight that a generative orientation can help gifted individuals to advance a personal sense of meaning and happiness over time. In this context, intellectually gifted individuals appear to particularly benefit from self-control. Consequently, the intrinsic willpower to subdue inner responses, emotions as well as undesired behaviors might strengthen the positive effect between sources of meaning, life meaning, and subjective well-being.

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“…Entre los estudios seleccionados, siete de ellos no tienen en cuenta el género (Gere, Capps, Mitchell y Grubbs, 2009;Guénolé et al, 2015;Guénolé et al, 2013;Guignard, Jacquet y Lubart, 2012;Harrison y Von Haneghan, 2011;Kostogianni y Andronikof, 2009; Urben, Camos, Habersaat y Stéphan, 2018), mientras que en otros siete sí es un factor que se tiene en cuenta (Casino-García, García-Pérez y Llinares-Insa, 2019; Eklund, Tanner, Stoll y Anway, 2015; Eren, Çete, Avcil y Baykara, 2018; França-Freitas, Del Prette y Del Prette, 2014; Mofield y Parker Peters, 2015; Shechtman y Silektor, 2012; Wang, Fu y Rice, 2012). De estos últimos, en tres de ellos se distribuye este factor de manera proporcional (Eklund et al, 2015;Eren et al, 2018;Mofield y Parker Peters, 2015).…”

Section: Muestraunclassified

“…En cuanto a la distribución geográfica de los estudios, cinco de ellos se realizaron en Estados Unidos (Eklund et al, 2015;Gere et al, 2009;Harrison y Von Haneghan, 2011;Mofield y Parker Peters, 2015;Wang et al, 2012), cuatro en Francia (Guénolé et al, 2015;Guénolé et al, 2013;Guignard et al, 2012;Kostogianni y Andronikof, 2009), uno en España (Casino-García et al, 2019), uno en Israel (Shechtman y Silektor, 2012), uno en Turquía (Eren et al, 2018), uno en Brasil (França-Freitas et al, 2014), y uno en Suiza (Urben et al, 2018).…”

Section: Muestraunclassified

“…En el primer tipo de estudios, Eklund et al (2015) encontraron que las altas capacidades pueden ser uno de los factores protectores para atenuar el desarrollo de preocupaciones sociales, emocionales o problemas de comportamiento. En esta línea, Guénolé et al (2013) hallaron que los menores con altas capacidades no están más ansiosos que otros, incluso cuando experimentan ciertas dificultades de ajuste social o académico. En relación con la competencia social, França-Freitas et al (2014) encontraron un repertorio más elaborado de habilidades sociales para los menores de alta capacidad que para los menores sin alta capacidad en todas las habilidades (responsabilidad, asertividad, autocontrol, evitación de problemas y expresión de sentimientos positivos) excepto en la empatía.…”

Section: Guignard Et Al (2012)unclassified

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Características socioemocionales en población infanto-juvenil con altas capacidades: una revisión sistemática

Mesa¹,

Marcos²

2021

Rev. Psicol. Educ

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El objetivo de la presente revisión es explorar la investigación reciente sobre las características socioemocionales de niños y adolescentes con altas capacidades intelectuales. Se analizó la literatura existente desde 2009 hasta 2019, mediante una búsqueda realizada en Pubmed, Web of Science, Google Académico, el buscador bibliográfico Sapiens y PsycInfo. Se seleccionaron 14 estudios para su revisión. Sus resultados muestran una tendencia, en menores con alta capacidad, a un estado de ánimo deprimido, baja autoestima y perfeccionismo desadaptativo. En cuanto a sus habilidades sociales y ansiedad percibida, los resultados obtenidos son contradictorios en los distintos estudios. Los resultados obtenidos ayudan a orientar el diseño de programas de evaluación e intervención, dirigidos a fortalecer habilidades que contribuyen a su adaptación, bienestar y a prevenir problemas psicológicos.

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Étude transversale de l’anxiété trait dans un groupe de 111 enfants intellectuellement surdoués

Cited by 20 publications

References 30 publications

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

Bringing Giftedness to Bear: Generativity, Meaningfulness, and Self-Control as Resources for a Happy Life Among Gifted Adults

Características socioemocionales en población infanto-juvenil con altas capacidades: una revisión sistemática

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