Child Adjustment and Parent Use of the Term "Gifted"

Abstract

The present study examines the relationship between child adjustment and parent use of the term "gifted." Mothers and fathers of 482 children enrolled in a university-based summer enrichment program were assessed on measures of self-concept, anxiety, and peer status. Although over 90% of parents indicated that they think of their child as gifted, approximately 25-30% of the parents refrained from using the term. Use of the term was not associated with IQ or number of years in a gifted program, but children whose parents used the term were consistently less well adjusted on both self-report and peer-report measures. Findings are discussed in the context of theories about the potentially adverse effects of positive labeling on child development. Methodological cautions about the interpretation of these findings are noted.