Is being gifted always an advantage? Peer relations and self-concept of gifted students

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups...

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Bibliographic Details
Published in:High ability studies 2016-07, Vol.27 (2), p.129-148
Main Authors: Košir, Katja, Horvat, Marina, Aram, Urška, Jurinec, Nina
Format: Article
Language:English
Subjects:
Adolescents
Correlation
Elementary School Students
Elementary School Teachers
Foreign Countries
Gender Differences
Gifted
gifted students
giftedness identification
Multivariate Analysis
Peer Acceptance
Peer Relationship
Questionnaires
Self Concept
Self Concept Measures
social acceptance
Social Adjustment
Statistical Analysis
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Summary:The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students' giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.
ISSN:1359-8139
1469-834X
DOI:10.1080/13598139.2015.1108186