Career progress: A longitudinal study of gifted students

Abstract

Attempted to (1) assess the variability in career progress made by highly gifted students 7-8 yr. after they entered college, and (2) identify factors that possibly contributed to the differential progress found. 1014 male and 368 female Merit Scholars were studied. Follow-up data indicated that the Scholars of both sexes differed markedly in the level of education achieved. These differences did not appear to be due to unequal scholastic ability or to differential high school achievement. Factors pertaining to family background and Scholar personality characteristics appeared to be related to the level of education attained. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1969 American Psychological Association.