The present study investigated the fears of intellectually gifted children and compared them with those of children of normal intelligence. The results suggest that their fears are consistent with their developmental level, are realistic, and display considerable frustration, helplessness, and pessimism concerning their future. Their fears were found to be similar to those of older normal' children and to reflect advanced cognitive and social awarenesss. Suggestions and implications for classroom teachers are provided.
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Derevensky et al. (1989) studied this question.
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