Gifted Children’s Academic Performance: Associations with the Quality of Children’s Attachment

Up to 50% of gifted children experience difficulties in achieving their potential. Child attachment could be associated with these difficulties. The purpose of this study is to document gifted children’s academic performance and attachment and to examine the associations between those variables. Fifty-one gifted children aged 6 to 12 were included. Results suggest that even when gifted children do not perform up to their potential, their attachment relationship with their parent(s) may be secure; therefore children may easily address their needs and be able to engage their parent(s) in a variety of tasks when requested.