Personality and Motivational Factors Influencing the Change of High Intellectual Potential

Abstract

This presentation reports findings from a longitudinal study of the cognitive and personality variables of primary school pupils with high intellectual potential. High intellectual potential was identified first as the top ten per cent of 1033 nine-year old children. Retest of intelletual potential and of mediating variables took place two years later. Fifteen children retained their high level while seven showed a significant decrease as it was discussed in our previous paper at the last ISSSD Meetings. (Jyvaskyla, 1989). These two groups of children were further investigated both in group and in individual situations. The results from the repeated group testing and the results from the individual tests will be analysed in the paper. Questions: What personality, motivational and environmental factors influence the favourable or unfavourable development of high intellectual potential measured at nine? Does the structure of intelligence (at 12) highlight the change of “g” factor? Do the two groups differ in their level of aspiration? Methods: Raven Progressive Matrices, Crandall-Katkovsky Intellectual Achievement Responsibility Questionnaire, March-Parker-Smith Self-Description Questionnaire, Eskeles-Gottfried California Achievement Intrinsic Motivation Inventory, Williams “Divergent Feeling”, Peer ratings, teacher rating, Level of Aspiration (screw-test), Rorschach test, semi-structured interview, etc. Results: Significant differences were found in the level of achievement motivation, intellectual achievement responsibility, self-concept (academic) and in the supporting atmosphere of the family, but contrary to our hypothesis there was no difference in their social adaptation. The reasons and explanations for the major influential elements will be presented also through two typical cases.