Anxiety and Depression in Gifted Individuals: A Systematic and Meta-Analytic Review

Abstract

This article reviews the experimental research on the level of anxiety or depression in gifted individuals. Twenty-seven studies compared gifted and typically developing individuals for the anxiety level and 15 studies for the depression level comparison. This current meta-analysis was performed on the anxiety and depression levels distinctly. We found a non-significant negative effect size for both anxiety, g = −0.14, k = 27, and depression, g = −0.14, k = 15. These values should be taken cautiously given that a high heterogeneity was also found, which remained largely unexplained by the moderators tested. Only age and type of anxiety assessment emerged as significant moderators for the anxiety domain. The observed effect size for depression was not significantly affected by the subgroups analyzed.

Assessment of Children’s Fears: Impact of Cognitive Level

“…The aim of this study was to contribute to the debate concerning the intensity of fears in high-IQ children, since numerous scientific papers [56,58,59,79] and clinical observations [37,60,80,81] have emphasized that these children present a particular psycho-affective profile that can lead to greater anxiety and more intense fears.…”

“…[12,50,51], which can be explained by their superior cognitive abilities, particularly in comprehension [50,52], their overexcitability, and (2) stronger physiological reactions to stress. Conversely, a number of studies indicate that certain types of fear or anxiety do not differ significantly from those of the general population, either in children [53][54][55] or adolescents [56,57]. For example, Harrison and Van Haneghan's [51] study found no significant difference in fear of death between typical and gifted adolescents.…”

The Relationship between Stress and Academic Self-Efficacy among Students at Elite Colleges: A Longitudinal Analysis

“…Compared to typically developing individuals, these students show their talents in terms of academic performance, emotional intelligence and social skills. However, gifted students may have higher risks of mental disorders [39]. For instance, elite athletes at colleges are under considerable pressure because they must undertake training and competition tasks while pursuing full-time university studies [40].…”

“…For instance, elite athletes at colleges are under considerable pressure because they must undertake training and competition tasks while pursuing full-time university studies [40]. In addition, elite college students may have greater academic self-efficacy because they often have stronger self-motivation and self-management abilities [39]. They are more willing to accept new challenges, learn from failures and optimize their learning methods.…”

Perceived Mental Health among Identified Talented and Nonidentified Students from Indian Villages, Towns, and Cities During the COVID-19 Pandemic

“…Years of research have gone by in trying to understand various mental health aspects of students with gifts and talents (SWGT) 1 (e.g., Cross & Cross, 2015; Jones, 2013; Martin et al, 2010; Winsor & Mueller, 2020). As reflected in a few meta-analyses (e.g., Duplenne et al, 2024; Martin et al, 2010; Francis et al, 2016), some studies suggest differences in mental health among the identified SWGT and their peers, while others do not. With respect to India, while more studies focus on understanding the mental health of students from different locales (e.g., Malhotra & Patra, 2014; Srinath et al, 2005), little research exists to understand the differences in the perceived mental health of SWGT compared to their same-age peers.…”