Abstract

Previous research about the relationship between giftedness, well-being, academic self-efficacy, and academic achievement has been inconclusive in most settings and lacking in higher education contexts. This study addressed these uncertainties and gaps using a quantitative, cross-sectional design that included correlational and quasi-experimental methods to examine the subjective well-being, academic self-efficacy, and academic achievement of students in higher education who reported being gifted. Analyses were conducted as a function of students who reported giftedness without a formal diagnosis, students who received a formal diagnosis, and students who self-reported that they were non-gifted. A total of ninety-eight students (thirty gifted and sixty-eight non-gifted) from a large Canadian University participated in the study. Results demonstrated that all self-reported gifted students had significantly higher academic self-efficacy and faculty grade-point averages than students who were not gifted. Students who reported being gifted but had no formal diagnosis reported having significantly higher levels of happiness, self-esteem, and mental balance than students who had received a formal gifted diagnosis. Implications and recommendations for future research are discussed.