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Abstract
This study aimed to enhance understanding of the moral reasoning and identity status of academically gifted adolescents in comparison with those of age-peers not identified as gifted. It examined the influence of levels of mathematical giftedness and levels of verbal giftedness on moral reasoning and identity development. The relationship between moral reasoning and identity status was also explored.
This research used a non-experimental comparative design employing a survey questionnaire. The academically gifted students (n = 402) were recruited from students who participated in either the Australian Primary Talent Search (APTS) or the Australian Secondary School Educational Talent Search (ASSETS) conducted by the Gifted Education Research, Resource and Information Centre (GERRIC) at the University of New South Wales in Sydney, Australia. The comparison group of students not identified as gifted (n = 32) was recruited from independent secondary schools (Years 9 to12) in New South Wales, through nomination by their teachers who were trained in gifted education. Student samples from both groups were administered the Defining Issues Test (DIT) and the Extended Objective Measure of Ego Identity Status-2 (EOM-EIS-2).
Results showed that gifted adolescents scored significantly higher in the DIT postconventional index than their age peers not identified as gifted. Highly mathematically gifted students were more advanced in moral reasoning than moderately mathematically gifted students. Female adolescents who were highly verbally gifted had significantly higher scores on the postconventional index than did those who were moderately verbally gifted.
In terms of ego identity status, gifted and non-identified groups did not differ in the development of ideological identity. However, students not identified as gifted scored significantly higher in interpersonal identity than did their gifted counterparts. Levels of mathematical giftedness were not significantly related to either ideological or interpersonal identity development. Nonetheless, levels of verbal giftedness were significantly related to ideological identity. Highly verbally gifted students were more advanced in the religion and politics identities than moderately verbally gifted students. Small and positive associations between moral reasoning and identity status were observed. Theoretical and methodological contributions and practical implications of the study were addressed.