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Related Concept Videos

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Related Experiment Video

Updated: May 31, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Differences in Personality Between High-Ability and Average-Ability University Students.

Juan Francisco Flores-Bravo1, Elena Rodríguez-Naveiras2, María de Los Dolores Valadez Sierra1

  • 1University Center of Health Sciences, University of Guadalajara, Guadalajara 44340, Mexico.

Journal of Intelligence
|January 24, 2025
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Summary

High-ability university students showed lower responsibility scores compared to average-ability peers. This suggests academic environments may influence personality traits in gifted individuals.

Keywords:
average abilityhigh abilitiespersonalityuniversity students

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Area of Science:

  • Psychology
  • Educational Psychology
  • Gifted Education

Background:

  • Research on personality traits in high-ability individuals is growing but lacks clarity regarding population differences.
  • University settings present a unique context for examining these traits.

Purpose of the Study:

  • To identify distinct personality traits differentiating high-ability university students from their average-ability peers.
  • To investigate potential influences of the academic environment on these traits.

Main Methods:

  • A retrospective ex post facto design was employed.
  • 268 high-ability university students were compared with a matched average-ability group.

Main Results:

  • A significant difference was found only in the trait of responsibility (p = 0.037).
  • High-ability students exhibited lower responsibility scores than the average-ability group.
  • No significant differences were observed in other personality traits, contrary to common stereotypes.

Conclusions:

  • Stereotypes associating high-ability students with traits like openness to experience are not supported by this study's findings.
  • Lower responsibility scores in high-ability students may be linked to academic environmental factors, such as insufficient challenges.
  • Further well-designed research is crucial to accurately characterize high-ability individuals and their differences from average-ability students.