Cette étude a permis de montrer à quel point un concept comme le haut potentiel intellectuel était difficilement appréhendable en se plaçant sous une seule dimension. Le travail que nous avons mené a permis de montrer la pertinence de l'approche multivariée, et notamment l'utilisation d'un modèle basé sur la trilogie de l'esprit pour rendre compte du concept de haut potentiel intellectuel dans sa globalité. Ainsi, l’interprétation des scores obtenus par une évaluation du QI pourrait se faire en utilisant d’autres indices, de nature conative ou affective, de manière à élaborer un profil psychologique plus précis d'enfants à haut potentiel intellectuel, et être à même de leur fournir une prise en charge pédagogique et/ou psychologique la mieux adaptée. Rappelons toutefois dans cette conclusion que la population qui a constitué notre échantillon de sujets à haut potentiel intellectuel se composait d’enfants pour la plupart identifiés sur la base de capacités cognitives importantes, et qui étaient pris en charge de manière spécifique en fonction de cette caractéristique, ce qui constitue une limite de notre étude. Une réflexion doit être élaborées sur les EHPI qui ne sont pas reconnus en tant que tels et ne bénéficient donc pas de prise en charge pédagogique. Il est en effet possible que ces derniers présentent des profils émotionnels et conatifs spécifiques.
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