Many studies of gifted individuals emphasize the unique attributes that characterize giftedness and the intensity that gifted individuals bring to their interactions with people and the events in their lives. Gifted individuals’ self-perceptions of these characteristics and intensities influence how they address their innate drive to achieve. Few studies have focused on gifted adults’ self-perceptions. Of the studies that exist, most focus on perceptions of giftedness related to career and life success, while little is known about how these self-perceptions impact on later academic success. This book explores gifted adults’ self-perceptions of giftedness and how those perceptions influenced their pursuit of graduate studies. These individuals’ stories explore giftedness across the lifespan including their experiences and perceptions of education at all levels. This work provides insights into the emotional impact being labeled gifted has on an individual’s self- concept and academic identity.
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