Abstract
High school students gifted in spatial ability were selected from a large national probability sample and compared to those gifted in mathematical ability. The groups were compared on multiple measures, including a range of cognitive tests, organizational participation, hobbies, extracurricular reading, coursework, study habits, grades, occupational and academic intentions, guidance received, and family/home environment. Results indicate that, relative to the students gifted in mathematics, the students high in spatial ability were not fully utilizing their academic capabilities, had interests that were less compatible with traditional coursework, received less college guidance from school personnel, were less motivated by the education experience, and aspired to, and achieved, lower levels of academic and occupational success.
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