Acceleration and Well-Being at Age 50 in the Top 1% in Mathematical Ability

• In Event: Acceleration and Underachievement in Giftedness, Creativity, and Talent

Abstract

This research tested the hypothesis that skipping one or more grades in high school (study 1) and advanced and enriching pre-collegiate STEM learning opportunities beyond the norm (study 2) are harmful for well-being at midlife in the top 1% in mathematical ability. Participants were drawn from the 1972 and 1976 cohorts of the Study of Mathematically Precocious Youth. Well-being outcomes included positive affect, negative affect, life satisfaction, psychological flourishing, career satisfaction, relationship satisfaction, and core self-evaluations. Health outcomes were included as secondary indicators of well-being. Confounding background covariates including ability, SES, and motivation were controlled for using (generalized) propensity score matching. No differences between accelerants and non-accelerants were found. Both accelerants and non-accelerants reported positive well-being and good health.

Authors

• Stijn Johny Smeets, University of Leuven & Modesto

• David Lubinski, Vanderbilt University

• Camilla P. Benbow, Vanderbilt University