Which conclusion is NOT related to Terman's longitudinal studies of high-IQ students?

The conclusion regarding accelerated students developing poor work habits harming their college careers is not linked to Terman's longitudinal studies. Terman's research primarily focused on the positive outcomes of gifted individuals, showcasing how many high-IQ students went on to achieve significant success academically and professionally. His studies emphasized the benefits of early educational acceleration and the support that high-IQ students received in their academic pursuits, rather than suggesting that such acceleration led to negative work habits.

The research highlighted other factors, such as the influence of family values and education on the success of gifted individuals, which aligns with the conclusions about family backgrounds impacting life outcomes. Additionally, Terman's work recognized the counseling needs of gifted students, pointing out areas where educational systems sometimes failed to provide adequate support. Finally, Terman also acknowledged that a narrow definition of giftedness—focusing solely on high IQ scores—limits the understanding and identification of talent in a broader context. This multifaceted approach illustrates the nuanced understanding of giftedness developed throughout his studies.