From A (Aggression) to V (Victimization): Peer Status and Adjustment Among Academically Gifted Students in Early Adolescence

Peer status is an important indicator and predictor of adjustment. While gifted children tend to enjoy favorable peer status, their social functioning during adolescence is less clear. The current study seeks to enhance this understanding by examining both preference- and reputation-based peer statu...

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Bibliographic Details
Published in:The Gifted child quarterly 2019-07, Vol.63 (3), p.185-200
Main Authors: Peairs, Kristen F., Putallaz, Martha, Costanzo, Philip R.
Format: Article
Language:English
Subjects:
Academic Achievement
Academically Gifted
Adjustment
Adolescents
Aggression
Attention deficit hyperactivity disorder
Child development
Drug use
Early Adolescents
Gifted
Gifted children
Grade 7
Leadership
Peer Acceptance
Peer Relationship
Prosocial Behavior
Public Schools
Reputation
Secondary School Students
Social Adjustment
Social Status
Standardized Tests
Student Adjustment
Students
Substance Abuse
Teenagers
Victimization
Victims
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Summary:Peer status is an important indicator and predictor of adjustment. While gifted children tend to enjoy favorable peer status, their social functioning during adolescence is less clear. The current study seeks to enhance this understanding by examining both preference- and reputation-based peer status of gifted adolescents. Peer nominations were used to assess the peer status, aggression, victimization, and prosocial leadership of 327 public school seventh graders (44% male; 42% White). School records provided giftedness information, course grade, and standardized test scores, and substance use was self-reported. Gifted students were viewed as less aggressive and more prosocial and had higher academic achievement than nonidentified students. Giftedness moderated the peer status–adjustment relationship. Rejection related to higher victimization and test scores, but these associations were most exaggerated for gifted students. Popularity positively related to aggression and substance use; however, the associations were greatly attenuated for gifted students. Findings underscore the heterogeneity of gifted adolescents’ social experiences.
ISSN:0016-9862
1934-9041
1934-9041
DOI:10.1177/0016986219838973