Anxious behavior and giftedness: reflections from a case study

Abstract

This study aimed to analyze anxious behavior in a gifted/highly able (GD/HA) student. Specifically, it aimed to identify the situations perceived by the student in the educational context that favor the manifestation of anxious behavior, assess indicators of overexcitability (SE), and investigate and analyze indicators of anxiety. We first administered the SE questionnaire to the participating student's parents. Then, we administered the Multidimensional Anxiety Scale for Children and Adolescents (MASC) with the students. Finally, we conducted an interview based on a semi-structured script. We observed that the participants did not exhibit any type of anxiety investigated in the school environment, according to the MASC scale, although they reported negative feelings, indicating emotional impairment in this context. Regarding their SE level, they stood out with a very high score in the intellectual area, demonstrating great interest in academic learning and valuing the teaching and learning process.