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Level of Depression in Intellectually Gifted Secondary School Children

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  • Salman Shahzad
  • Nasreen Begume

Abstract

The purpose of the present research was to investigate the difference in depression between intellectually gifted and non-gifted secondary school children. After a detailed review of literature the following hypothesis was formulated; there would be a significant difference between intellectually gifted and non-gifted secondary school children on variables ((i.e., Dysphoric Mood, Anhedonia/Negative Affect, Negative Self-Evaluation, Somatic Complaints) of depression. A sample of 197 7th through 10th grade school children, belonging to the middle and upper socioeconomic status and recruited from different private sector secondary schools of Karachi, included 93 (47.20 %) children intellectually gifted (IQ = 130 and above) and 104 (52.80 %) non-gifted secondary school children (IQ of 90 -109). The children ranged in age from 12 years to 16 years (Mean age = 14.09 years). Measures used included the Reynolds Intellectual Assessment Scales (RIAS; Reynolds & Kamphaus, 2003) and the Reynolds Adolescent Depression Scale (RADS-2; Reynolds, 2002) to assess intellectual functioning and levels of depression respectively. Analysis of data showed significant differences. Specifically relatively low levels of Anhedonia/Negative Affect, Negative Self-Evaluation and depression in intellectually gifted secondary school children compared with non-gifted secondary school children.

Suggested Citation

  • Salman Shahzad & Nasreen Begume, 2010. "Level of Depression in Intellectually Gifted Secondary School Children," Gifted and Talented International, Taylor & Francis Journals, vol. 25(2), pages 91-98, December.
    • Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:91-98
    DOI: 10.1080/15332276.2010.11673572
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