Introduction:
Intellectual giftedness is traditionally defined by high cognitive ability, but it also involves diverse cognitive, affective, and contextual characteristics. Understanding intra-group variability is essential to provide effective educational and clinical support.
Purpose:
This study aimed to identify empirically based subgroups of gifted children by integrating cognitive, affective, and contextual variables, and to describe their distinct profiles. The goal was to provide a foundation for differentiated interventions and to inform educational and clinical practices that address both intellectual potential and psychosocial well-being.
Method:
The sample included N = 200 children (IQ ≥ 125; mean age = 8.3, SD = 2.51), including 72 girls (36%) and 128 boys (64%). Cognitive abilities were assessed using WISC-V and WPPSI subscales. Affective and contextual variables, including emotional difficulties, peer problems, hyperactivity, prosocial behavior, family and school stress, motivation, and social integration, were measured using the Strengths and Difficulties Questionnaire (SDQ) and supplementary questionnaires. Latent profile analysis (LPA) was used to identify subgroups.
Results:
LPA revealed three distinct subgroups. Profile 1 (n = 69) included children with average cognitive abilities but elevated emotional and behavioral difficulties, often associated with familial stress. Profile 2 (n = 86) comprised emotionally sensitive, socially reserved children with average cognitive abilities and unstable peer relationships. Profile 3 (n = 45) consisted of highly gifted, socially competent, and emotionally stable children with strong prosocial skills. These findings underscore substantial intra-group variability, demonstrating that cognitive talent alone does not capture the full spectrum of needs.
Conclusions:
Implications include the necessity for targeted interventions addressing emotional regulation, social confidence, and intellectual stimulation, tailored to each subgroup's characteristics. The study extends existing models of giftedness by integrating cognitive, affective, and contextual dimensions and illustrates the utility of person-centered methods such as LPA in elucidating heterogeneity within gifted populations.