| Title: |
A Meta-Analysis of Research on the Relationship between Overexcitabilities and Giftedness |
| Language: |
English |
| Authors: |
Paula Olszewski-Kubilius (ORCID 0000-0003-4149-9605); Saiying Steenbergen-Hu (ORCID 0000-0001-9970-5155); Eric Calvert; Susan Richert Corwith; Sarah Bright |
| Source: |
Gifted Child Quarterly. 2026 70(2):111-138. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
N |
| Page Count: |
28 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Information Analyses; Tests/Questionnaires |
| Education Level: |
Elementary Education; Secondary Education |
| Descriptors: |
Personality Traits; Correlation; Academically Gifted; Elementary School Students; Secondary School Students; Individual Characteristics; Racial Differences; Gender Differences; Foreign Countries; Talent Identification; Developmental Stages; Adults |
| Geographic Terms: |
United States; Canada; Germany; Belgium; Turkey; South Korea; Paraguay; Poland |
| DOI: |
10.1177/00169862251370377 |
| ISSN: |
0016-9862; 1934-9041 |
| Abstract: |
This meta-analysis explored a total of 230 effects that were extracted from 20 empirical studies on overexcitabilities (OEs) to study the relationship between giftedness and OE. Variables studied included operationalization of giftedness, use of explicit benchmarks for identifying giftedness, type of OE instrument, gender, developmental level of participants, and national setting and timing of study. Overall, there was a positive and significant relationship found between OE and giftedness with the strongest relationship being with Intellectual OE and the weakest with Sensory and Emotional OE. However, the strength of the relationship varied significantly by operationalization of giftedness, being strongest when giftedness was operationalized as previous identification as gifted and non-existent when operationalized as general intelligence or cognitive ability. In addition, when no explicit benchmarks were employed for gifted identification, there was no evidence of such a difference between the gifted and non-gifted. When comparing gifted to non-gifted students, differences were found only for high school-aged students, but not for elementary and/or middle school age or adults. The differences obtained in OE between the gifted and non-gifted are likely to be overestimated due to a presence of publication bias, that is, an overrepresentation of studies with relatively small sample sizes. Recommendations include caution about assumptions regarding the prevalence of OEs among gifted students, using OEs as indicators of giftedness in school-based referral and identification processes, and for designing affective education curricula and services targeting gifted students. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1499890 |
| Database: |
ERIC |