Multipotentiality among the intellectually gifted: "It was never there and already it's vanishing."

Abstract

The theory of work adjustment was used as a conceptual framework in evaluating the concept of multipotentiality, taken from the psychological literature on counseling intellectually gifted individuals (viz., those with high-flat ability and preference profiles that may lead to career indecision and distress). An examination of over 1,000 intellectually gifted students (top 1%) in 4 separate cohorts, assessed with the Scholastic Aptitude Test, the Study of Values, and J. L. Holland's (1985) six interest themes, revealed little empirical support for the prevalence of multipotentiality within intellectually talented adolescents (<5%). Rather, it appears that the idea of an overabundance of high-flat ability and preference profiles among gifted students stems from the use of age-calibrated and, hence, developmentally inappropriate assessment tools having insufficient ceilings. The results have important implications for the use of traditional vocational assessment measures in counseling gifted students.