High Ability/Giftedness in university students from 19 countries

Abstract

The paper presents a subset from the study carried out by the Phoenix International Research Group, whose objective was to analyze the socio-emotional aspects of adults with High Abilities/Giftedness (HA/GT) who are formally identified, in an advanced process of identification, or self-identified. The objective of this article was to analyze the same aspects of the statements of the 94 participating university students. The methodology of the study is qualitative, of a descriptive-analytical nature. Data collection was carried out through a questionnaire in 10 languages, originally answered by 1,060 adults, including the students whose statements were analyzed here based on the categories: identification, fears and difficulties, preferences, and perceptions about the university. The theoretical foundation was based on the studies of Gardner (1993, 2000), Renzulli (2016), and Pérez-Barrera (2024, 2025). Regarding the socio-emotional aspects, the results showed that the fear of failure, the confrontation with traditional pedagogical strategies, bullying, and perfectionism contribute to their emotional and educational vulnerability.