Twenty-sixth International Conference on Learning

Abstract

This study examined the academic self-efficacy, subjective wellbeing, and academic achievement of three groups of university students from a large top tier research intensive university where admission standards are very high and competitive. The groups included: students who self-reported giftedness without a formal diagnosis, students who self-reported giftedness with a formal diagnosis, and, students who did not self-report giftedness. Results showed that the students who self-reported giftedness had significantly higher academic self-efficacy and GPAs compared to students who were not gifted. Students who reported being gifted but had no formal diagnosis, reported significantly higher levels of happiness, self-esteem, and mental balance than students who had received a formal gifted diagnosis. The outcomes of the research will be addressed as well as implications such as: what it means to be gifted; if a formal diagnosis is necessary to gain benefits (e.g., greater academic achievement and academic self-efficacy); and the disadvantages of receiving a formal diagnosis.