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Consequences of Having a Gifted Sibling: Myths and Realities

Halbert Robinson Center for the Study of Capable Youth, University of Washington

Nancy M. Robinson

Halbert Robinson Center for the Study of Capable Youth, University of Washington

Paul M. Janos

Halbert Robinson Center for the Study of Capable Youth, University of Washington

Three hundred sixty-six triads, each including a mother and her only two children, ages 7-14, completed questionnaires targeting mental ability and school achievement, child adjustment, and sibling relationship variables. Triads had been chosen as having 0, 1, or 2 children who were eligible for special classes for highly capable Students. Except for academic-ability variables, group comparisons according to school-based categories were not suggestive of sibling-giftedness effects. To focus on within-family perceptions, pairs were reclassified using a median split of the first principal component of maternal perceptions of child's giftedness. Contrary to findings of most previous studies, both giftedness and having a gifted sibling were generally associated with more favorable responses by children and mothers. Gender and age effects were also examined.

Gifted Child Quarterly, Vol. 39, No. 3, 135-145 (1995)
DOI: 10.1177/001698629503900303


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