Personality differences in gifted versus non-gifted individuals: A three-level meta-analysis

References

• Acar, S., Sen, S., & Cayirdag, N. (2016). Consistency of the performance and nonperformance methods in gifted identification: A multilevel meta-analytic review. Gifted Child Quarterly, 60(2), 81–101.
   Web of Science ®Google Scholar
• Alhoish, F. K. (2019). The big five personality traits relevant to the locus of control among gifted and non-gifted female students. IUG Journal of Educational and Psychological Sciences, 27(2), 41–55.
   Google Scholar
• Altaras-Dimitrijević, A. (2012). A faceted eye on intellectual giftedness: Examining the personality of gifted students using FFM domains and facets. Psihologija, 45(3), 231–256.
   Web of Science ®Google Scholar
• American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
   Google Scholar
• Barańczuk, U. (2019). The five factor model of personality and social support: A meta-analysis. Journal of Research in Personality, 81, 38–46.
   Web of Science ®Google Scholar
• Baudson, T. G., & Preckel, F. (2013). Teachers’ implicit personality theories about the gifted: An experimental approach. School Psychology Quarterly, 28(1), 37–46.
   PubMed Web of Science ®Google Scholar
• Baudson, T. G., & Preckel, F. (2016). Teachers’ conceptions of gifted and average-ability students on achievement-relevant dimensions. Gifted Child Quarterly, 60(3), 212–225.
   Web of Science ®Google Scholar
• Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4), 1088–1101.
   PubMed Web of Science ®Google Scholar
• Biedroń, A. (2011). Personality factors as predictors of foreign language aptitude. Studies in Second Language Learning and Teaching, 1(4), 467–489.
   Google Scholar
• Borenstein, M., Rothstein, H., & Cohen, J. (1997). Power and precision. Englewood, NJ: Biostat.
   Google Scholar
• Carman, C. A. (2011). Adding personality to gifted identification: Relationships among traditional and personality-based constructs. Journal of Advanced Academics, 22(3), 412–446.
   Google Scholar
• Cheung, S. F., & Chan, D. K. S. (2014). Meta-analyzing dependent correlations: An SPSS macro and an R script. Behavior Research Methods, 46(2), 331–345.
   PubMed Web of Science ®Google Scholar
• Costa, P. T., Jr., & McCrae, R. R. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81–90.
   PubMed Web of Science ®Google Scholar
• Costa, P. T., Jr., & McCrae, R. R. (1992b). Revised NEO Personality Inventory manual. Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Costa, P. T., & McCrae, R. R. (1992a). Four ways five factors are basic. Personality and Individual Differences, 13(6), 653–665.
   Web of Science ®Google Scholar
• Costa, P. T., & McCrae, R. R. (1992c). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4(1), 5–13.
   Google Scholar
• Costa, P. T., Terracciano, A., & McCrae, R. R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322–331.
   PubMed Web of Science ®Google Scholar
• Cross, T. L., Cross, J. R., Mammadov, S., Ward, T. J., Neumeister, K. S., & Andersen, L. (2018). Psychological heterogeneity among honors college students. Journal for the Education of the Gifted, 41(3), 242–272.
   Web of Science ®Google Scholar
• Curtis, R. G., Windsor, T. D., & Soubelet, A. (2015). The relationship between big-5 personality traits and cognitive ability in older adults–a review. Aging, Neuropsychology, and Cognition, 22(1), 42–71.
   PubMed Web of Science ®Google Scholar
• Davis, G., Rimm, S., & Siegle, D. (2010). Education of the gifted and talented (6th ed.). Boston, MA: Pearson.
   Google Scholar
• DeYoung, C. G. (2011). Intelligence and personality. In R. J. Sternberg, and S. B. Kaufman (Eds.), The Cambridge handbook of intelligence (pp. 711–737). New York, USA: New Cambridge University Press.
   Google Scholar
• Dijkstra, P., Barelds, D. P., Ronner, S., & Nauta, A. P. (2012). Personality and well-being: Do the intellectually gifted differ from the general population? Advanced Development, 13, 103–118.
   Google Scholar
• Downes, M. J., Brennan, M. L., Williams, H. C., & Dean, R. S. (2016). Development of a critical appraisal tool to assess the quality of cross-sectional studies (AXIS). BMJ, 6(12), e011458.
   PubMed Web of Science ®Google Scholar
• Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315(7109), 629–634.
   PubMed Web of Science ®Google Scholar
• Ensign, J. (2000). Defying the stereotypes of special education: Home school students. Peabody Journal of Education, 75(1–2), 147–158.
   Google Scholar
• Feingold, A. (1994). Gender differences in personality: A meta-analysis. Psychological Bulletin, 116(3), 429–456.
   PubMed Web of Science ®Google Scholar
• Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309.
   PubMedGoogle Scholar
• Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane, and T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (pp. 61–80). Waco, TX: Prufrock Press.
   Google Scholar
• Gerris, J. R. M., Houtmans, M. J. M., Kwaaitaal-Roosen, E. M. G., de Schipper, J. C., Vemulst, A. A., & Janssens, J. M. A. M. (1998). Parents, adolescents, and young adults in Dutch families: A longitudinal study. Nijmegen: Institute of Family Studies, University of Nijmegen.
   Google Scholar
• Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48(1), 26–34.
   PubMed Web of Science ®Google Scholar
• Griffin, J. W. (2021). Calculating statistical power for meta-analysis using metapower. The Quantitative Methods for Psychology, 17(1), 24–39.
   Web of Science ®Google Scholar
• Hedges, L. V., & Olkin, I. (1985). Statistical models for meta-analysis. New York, USA: Academic Press.
   Google Scholar
• Hedges, L. V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107–128.
   Google Scholar
• Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47–77.
   Web of Science ®Google Scholar
• Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ: British Medical Journal, 327(7414), 557.
   PubMed Web of Science ®Google Scholar
• Hoge, R. D., & Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63(4), 449–465.
   Web of Science ®Google Scholar
• John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative big five trait taxonomy. Handbook of Personality: Theory and Research, 3(2), 114–158.
   Google Scholar
• Kaufman, J. C. (2009). Creativity 101. New York, USA: Springer.
   Google Scholar
• Keller, C. (2001). Effect of teachers’ stereotyping on students’ stereotyping of mathematics as a male domain. The Journal of Social Psychology, 141(2), 165–173.
   PubMed Web of Science ®Google Scholar
• Kim, M. (2016). A meta-analysis of the effects of enrichment programs on gifted students. Gifted Child Quarterly, 60(2), 102–116.
   Web of Science ®Google Scholar
• Konstantopoulos, S. (2011). Fixed effects and variance components estimation in three-level meta-analysis. Research Synthesis Methods, 2(1), 61–76.
   PubMed Web of Science ®Google Scholar
• Kvarven, A., Strømland, E., & Johannesson, M. (2019). Comparing meta-analyses and preregistered multiple-laboratory replication projects. Natural Human Behavior. Advance online publication. doi: 10.1038/s41562-019-0787-z.
   PubMed Web of Science ®Google Scholar
• Larson, L. M., & Borgen, F. H. (2002). Convergence of vocational interests and personality: Examples in an adolescent gifted sample. Journal of Vocational Behaviour, 60(1), 91–112.
   Web of Science ®Google Scholar
• Likhanov, M. V., Tsigeman, E. S., Papageorgiou, K. A., Akmalov, A. F., Sabitov, I. A., & Kovas, Y. V. (2021). Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM‐gifted adolescents and their peers. British Journal of Educational Psychology, 91(1), 78–100.
   PubMed Web of Science ®Google Scholar
• Limont, W., Dreszer-Drogorób, J., Bedyńska, S., Śliwińska, K., & Jastrzębska, D. (2014). ‘Old wine in new bottles’? relationships between overexcitabilities, the big five personality traits and giftedness in adolescents. Personality and Individual Differences, 69, 199–204.
   Web of Science ®Google Scholar
• Lipsey, M., & Wilson, D. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Litster, K., & Roberts, J. (2011). The self‐concepts and perceived competencies of gifted and non‐gifted students: A meta‐analysis. Journal of Research in Special Educational Needs, 11(2), 130–140.
   Google Scholar
• Lusby, E. K. (1994). Personality and family environment of the gifted adolescent: A comparison of gifted and normal adolescent samples. ( Publication No. 9723921). [Doctoral Dissertation, University of Louisville] ProQuest Dissertations Publishing.
   Google Scholar
• Lynn, R., & Martin, T. (1997). Gender differences in extraversion, neuroticism, and psychoticism in 37 countries. Journal of Social Psychology, 137(3), 369–373.
   PubMed Web of Science ®Google Scholar
• Mammadov, S. (2016). Personality predictors of academic achievement in gifted students: Mediation by socio-cognitive and motivational variables. ( Publication No 1463413093) [.Doctoral Dissertation, College of William and Mary] Dissertations, Theses, and Masters Projects. 10.21220/W4VC7J
   Google Scholar
• Mammadov, S., Cross, T. L., & Ward, T. J. (2018). The big five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation. High Ability Studies, 29(2), 111–133.
   Web of Science ®Google Scholar
• Martin, L. T., Burns, R. M., & Schonlau, M. (2010). Mental disorders among gifted and nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quarterly, 54(1), 31–41.
   Web of Science ®Google Scholar
• McAdams, D. P., & Pals, J. L. (2006). A new big five: Fundamental principles for an integrative science of personality. American Psychologist, 61(3), 204–217.
   PubMed Web of Science ®Google Scholar
• McCrae, R. R., Costa, J. P., Terracciano, T., Parker, A., Mills, W. D., De Fruytf., C. J., & Mervielde, I. (2002). Personality trait development from age 12 to age 18: Longitudinal, cross-sectional and cross-cultural analyses. Journal of Personality and Social Psychology, 83(6), 1456–1468.
   PubMed Web of Science ®Google Scholar
• McCrae, R. R., & Costa, P. T., Jr. (1999). A five-factor theory of personality. In L. A. Pervin, and O. P. John (Eds.), Handbook of personality (pp. 139–153). New York, USA: Guilford.
   Google Scholar
• McCrae, R. R., Costa, P. T., & Martin, T. A. (2005). The NEO-PI-3: A more readable revised NEO personality inventory. Journal of Personality Assessment, 84, 261–270. https://doi.org/10.1207/s15327752jpa8403_05
   PubMed Web of Science ®Google Scholar
• McCrae, R. R., & Costa, P. T. (2003). Personality in adulthood: A five-factor theory perspective. New York, USA: Guilford Press.
   Google Scholar
• McCrae, R. R. (2002). NEO-PI-R data from 36 cultures: Further intercultural comparisons. In R. R. McCrae, and J. Allik (Eds.), The five-factor model of personality across cultures (pp. 105–126). New York, USA: Kluwer Academic/Plenum.
   Google Scholar
• Miller, A. L., & Speirs Neumeister, K. L. (2012). Multiple variables for predicting creativity in high ability adults. Advanced Development Journal, 13, 84–102.
   Google Scholar
• Miller, A. L., & Speirs Neumeister, K. L. (2017). The influence of personality, parenting styles, and perfectionism on performance goal orientation in high ability students. Journal of Advanced Academics, 28(4), 313–344.
   Web of Science ®Google Scholar
• Moutafi, J., Furnham, A., and Paltiel, L. (2005). Can personality factors predict intelligence? Personality and Individual Differences 38(5), 1021–1033
   Web of Science ®Google Scholar
• Neihart, M. (2002). The social and emotional development of gifted children. Waco, TX: Prufrock Press.
   Google Scholar
• Ogurlu, U. (2020). Are gifted students perfectionistic? A meta-analysis. Journal for the Education of the Gifted, 43(3), 227–251.
   Web of Science ®Google Scholar
• Ogurlu, U. (2021). A meta-analytic review of emotional intelligence in gifted individuals: A multilevel analysis. Personality and Individual Differences, 171, 110503.
   Web of Science ®Google Scholar
• Oshio, A., Taku, K., Hirano, M., & Saeed, G. (2018). Resilience and big five personality traits: A meta-analysis. Personality and Individual Differences, 127, 54–60.
   Web of Science ®Google Scholar
• Ozer, D. J., & Benet-Martínez, V. (2006). Personality and the prediction of consequential outcomes. Annual Review of Psychology, 57(1), 401‐421.
   PubMedGoogle Scholar
• Parker, W. D., & Stumpf, H. (1995). An examination of the multidimensional perfectionism scale with a sample of academically talented children. Journal of Psychoeducational Assessment, 13(4), 372–383.
   Web of Science ®Google Scholar
• Parker, W. D., & Stumpf, H. (1998). A validation of the five-factor model of personality in academically talented youth across observers and instruments. Personality and Individual Differences, 25(6), 1005–1025.
   Web of Science ®Google Scholar
• Parker, W. D. (1997). An empirical typology of perfectionism in academically talented children. American Educational Research Journal, 34(3), 545–562.
   Web of Science ®Google Scholar
• Petersen, J. (2013). Gender differences in identification of gifted youth and in gifted program participation: A meta-analysis. Contemporary Educational Psychology, 38(4), 342–348. https://doi.org/10.1016/j.cedpsych.2013.07.002
   Web of Science ®Google Scholar
• Pigott, T., & Moon, S. M. (2016). Introduction to the meta-analysis special issue. Sage Journal, 60(2), 79–80.
   Google Scholar
• Pirlott, A., & Schmitt, D. P. (2014). Gendered sexual culture. In A. Cohen (Ed.), New directions in the psychology of culture (pp. 191–216). Washington, DC: American Psychological Association Books.
   Google Scholar
• Preckel, F., Baudson, T. G., Krolak-Schwerdt, S., & Glock, S. (2015). Gifted and maladjusted? implicit attitudes and automatic associations related to gifted children. American Educational Research Journal, 52(6), 1160–1184.
   Web of Science ®Google Scholar
• Puryear, J. S., Kettler, T., & Rinn, A. N. (2017). Relationships of personality to differential conceptions of creativity: A systematic review. Psychology of Aesthetics, Creativity, and the Arts, 11(1), 59–68.
   Web of Science ®Google Scholar
• Rafatpanah, M., Seif, D., Khosravani, M., & Alborzi, S. (2016). Prediction of self-actualization based on personality traits and self-awareness among gifted students. Journal of Health Sciences & Surveillance System, 4(4), 174–180.
   Google Scholar
• Ramzi, S., Pakdaman, S., & Fathabadi, J. (2011). The developmental study of adjustment in gifted and non-gifted adolescents and youths regarding personality characteristics. Procedia-Social and Behavioral Sciences, 30, 43–47.
   Google Scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150–159.
   Web of Science ®Google Scholar
• Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg, and J. E. Davidson (Eds.), Conceptions of giftedness (pp. 246–279). New Yok, USA: Cambridge University Press.
   Google Scholar
• Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132(1), 1–25.
   PubMed Web of Science ®Google Scholar
• Roberts, R. (2001). Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism Index Condensed (Oceanic): Preliminary technical report-draft 2. The University of Sydney.
   Google Scholar
• Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis. Publication bias in meta-analysis: Prevention, assessment and adjustments (pp.1–7). John Wiley. https://doi.org/10.1002/0470870168
   Google Scholar
• Sadat, A. G., Shafaei, J., Rahim Bidel, S. F., & Rafee, V. (2014). Prediction of spiritual intelligence on gifted and normal students based on personality traits. Indian Journal of Fundamental and Applied Life Sciences, 4(3), 995–999.
   Google Scholar
• Sak, U. (2004). A synthesis of research on psychological types of gifted adolescents. Journal of Secondary Gifted Education, 15(2), 70–79.
   Google Scholar
• Scager, K., Akkerman, S., Keesen, F., Mainhard, M. T., Pilot, A., & Wubbels, T. (2012). Do honors students have more potential for excellence in their professional lives? Higher Education, 64(1), 19–39.
   Web of Science ®Google Scholar
• Schmitt, D. P., Allik, J., McCrae, R. R., & Benet-Martínez, V. (2007). The geographic distribution of big five personality traits: Patterns and profiles of human self-description across 56 nations. Journal of Cross-Cultural Psychology, 38(2), 173–212.
   Web of Science ®Google Scholar
• Schmitt, D. P., Long, A. E., McPhearson, A., O’Brien, K., Remmert, B., & Shah, S. H. (2017). Personality and gender differences in global perspective. International Journal of Psychology, 52, 45–56.
   PubMed Web of Science ®Google Scholar
• Schmitt, D. P., Realo, A., Voracek, M., & Allik, J. (2008). Why can’t a man be more like a woman? sex differences in big five personality traits across 55 cultures. Journal of Personality and Social Psychology, 94(1), 168.
   PubMed Web of Science ®Google Scholar
• Shafer, A. B. (1999). Brief bipolar markers for the Five Factor Model of personality. Psychological Reports, 84(3), 1173–1179.
   Web of Science ®Google Scholar
• Silverman, L. K. (1993). Counseling the gifted and talented. Denver, CO: Love Publishing Co.
   Google Scholar
• Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2011). Age differences in personality traits from 10 to 65: Big Five domains and facets in a large cross-sectional sample. Journal of Personality and Social Psychology, 100(2), 330–348.
   PubMed Web of Science ®Google Scholar
• Specht, J., Egloff, B., & Schmukle, S. C. (2011). Stability and change of personality across the life course: The impact of age and major life events on mean-level and rank-order stability of the big five. Journal of Personality and Social Psychology, 101(4), 862–882.
   PubMed Web of Science ®Google Scholar
• Srivastava, S., John, O. P., Gosling, S. D., & Potter, J. (2003). Development of personality in early and middle adulthood: Set like plaster or persistent change? Journal of Personality and Social Psychology, 84(5), 1041–1053.
   PubMed Web of Science ®Google Scholar
• Steenbergen-Hu, S., & Moon, S. M. (2011). The effects of acceleration on high-ability learners: A meta-analysis. Gifted Child Quarterly, 55(1), 39–53.
   Web of Science ®Google Scholar
• Sternberg, R. J., and Davidson, J. (Eds.). (2005). Conceptions of giftedness (2nd ed.). New York, USA: Cambridge University Press.
   Google Scholar
• Strus, W., Cieciuch, J., & Rowinski, T. (2014). The circumplex of personality meta traits: A synthesizing model of personality based on the big five. Review of General Psychology, 18(4), 273–286.
   Web of Science ®Google Scholar
• Van Den Noortgate, W., López-López, J. A., Marín-Martínez, F., & Sánchez-Meca, J. (2015). Meta-analysis of multiple outcomes: A multilevel approach. Behavior Research Methods, 47(4), 1274–1294.
   PubMed Web of Science ®Google Scholar
• Vuyk, M. A., Krieshok, T. S., & Kerr, B. A. (2016). Openness to experience rather than overexcitabilities: Call it like it is. Gifted Child Quarterly, 60(3), 192–211.
   Web of Science ®Google Scholar
• Wirthwein, L., Bergold, S., Preckel, F., & Steinmayr, R. (2019). Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents’ assessments. Learning and Individual Differences, 73, 16–29.
   Web of Science ®Google Scholar
• Yamagata, S., Suzuki, A., Ando, J., Ono, Y., Kijima, N., Yoshimura, K., … Jang, K. L. (2006). Is the genetic structure of human personality universal? A cross-cultural twin study from North America, Europe, and Asia. Journal of Personality and Social Psychology, 90(6), 987–988.
   PubMed Web of Science ®Google Scholar
• Zeidner, M., & Matthews, G. (2000). Intelligence and personality. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 581–610). New York, USA: Cambridge University Press. doi:10.1017/CBO9780511807947.027
   Google Scholar
• Zeidner, M., & Shani-Zinovich, I. (2011). Do academically gifted and nongifted students differ on the big-five and adaptive status? Some recent data and conclusions. Personality and Individual Differences, 51(5), 566–570.
   Web of Science ®Google Scholar
• Zeidner, M., & Shani-Zinovich, I. (2013). Research on personality and affective dispositions of gifted children: The Israeli scene. Gifted and Talented International, 28(1–2), 35–50.
   Google Scholar