Acceleration and well-being at age 50 in the top 1% in mathematical ability

Abstract

This study evaluated the association between well-being at midlife in the top 1% in mathematical ability and 1) skipping one or more grades in high school (study 1), and 2) advanced and enriching pre-collegiate STEM learning opportunities beyond the norm in high school (study 2). Subjects were identified at or before age 13, and followed up at age 50. Outcomes included positive affect, negative affect, life satisfaction, psychological flourishing, career satisfaction, relationship satisfaction, core self-evaluations, and health at age 50. Controlling for confounding background covariates (including ability, SES, and motivation at age 13), no evidence was found for any harmful effect of acceleration on well-being. Both accelerants and non-accelerants reported positive well being. If differences were found, they favored the accelerants.