Assessing vocational preferences among gifted adolescents adds incremental validity to abilities: A discriminant analysis of educational outcomes over a 10-year interval.

Abstract

Dawis, 1991) and C. P. Snow's (1959) conceptualization of two cultures as theoretical frameworks to analyze the incremental validity of above-level preference assessment (relative to abilities) in predicting humanities, math-science, and other college majors completed 10 years later by intellectually gifted adolescents. Scholastic Aptitude Tests and Study of Values assessments of 432 intellectually gifted adolescents (age 13) provided unique and valuable information for predicting the type of college major completed 10 years after initial assessment. These positive findings add to growing support for the applied utility of teaming preference assessments among the gifted with above-level assessments of ability. For intellectually gifted adolescents, these assessments could facilitate educational planning (and counseling).An accurate assessment of specific abilities is seen as imperative for working with intellectually gifted people, who by definition are distinguished by their precocious intellectual manifestations. Throughout the 20th century, early detection of intellectual giftedness has been seen as important for facilitating optimal development of talents (cf.

Varieties of (Scientific) Creativity: A Hierarchical Model of Domain-Specific Disposition, Development, and Achievement

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Mathematically facile adolescents with math-science aspirations: New perspectives on their educational and vocational development.

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SAT non-g residuals predict course specific GPAs: Support for investment theory

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