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Seven hundred seventy-two male and female adolescents (between the ages of 12 and 15) participated in a study concerning the identification and socioemotional situation of various subgroups of gifted students (N=94). In this article only the results concerning general, social, and academic selfconcepts of gifted adolescents are reported. A distinction is made between four groups: two groups of gifted achievers (one with high (N=22) and another with below average creativity questionnaire scores (N=45), a group of gifted underachievers (N =27), and a control group (N=74). The multiple and hierarchical model of self-concept by Shavelson et al.serves as a framework for our approach. The most striking differences are found between gifted achievers and gifted underachievers. The latter demonstrate very low academic self-concept and high test anxiety scores, an external locus of control, and low scores on school well-being and motivation. A positive self-concept in all areas seems to be the driving force for achievements, which are in accordance with high potential intellectual aptitudes. Similar results were reported by Feldhusen.

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A model for viewing adolescent psychosocial development is outlined. The model assumes that basic changes in adolescents' biological, cognitive, and social capacities reciprocally interact with the social settings of the family, peer group, and school/work to influence transformations in six areas of psychosocial development (attachment, friendship, sexuality, achievement, autonomy, and identity). The model is then used as a framework for reviewing literature regarding gifted adolescents' psychosocial adjustment. On the whole, the literature provides a positive view of the psychosocial adjustment of gifted adolescents. While adjustment problems seem to exist in certain areas (e.g., friendship), unequivocal conclusions cannot be drawn because of methodological limitations and the narrow scope of existing research.