Giftedness of Chinese students in Hong Kong: Perspectives from different conceptions of intelligence

Abstract: This study examined the self-perceived intelligences (multiple intelligences, emotional intelligence, and successful intelligence) of 498 Chinese gifted students in Hong Kong. Based on the associations among perceived intelligence scores, three dimensions could be distinguished to describe giftedness and could be interpreted as global giftedness, socioemotional giftedness, and artistic giftedness. Using profiles of perceived intelligences, students could be classified as falling into four clusters of supersmart students, socioemotionally gifted students, modest gifted students, and artistically gifted students. The supersmart students engaged in more activities related to leadership and creativity than the other clusters of students, with the modest gifted students reporting the least engagement. The supersmart students, however, were rated by teachers as less emotionally mature, showing less concern for others, and more likely to have behavioral conduct problems than the socioemotionally gifted students. Implications of the findings for conceptualizing giftedness and working with different groups of gifted students are discussed. Putting the Research to Use: This study serves to demonstrate that multiple perspectives on intelligences can be brought together to define giftedness, and individual needs of gifted students might be better met by recognizing different profile types of students. Based on students ’ perceived co-occurrence of intelligences, giftedness could be conceptualized in dimensions of global giftedness, socioemotional giftedness, and artistic giftedness. This con-ceptualization suggests that specific identification measures on socioemotional and artistic domains are useful, a