Social-perspective coordination and gifted adolescents’ friendship quality

Masden, Catherine A.; Leung, Olivia N.; Shore, Bruce M.; Schneider, Barry H.; Udvari, Stephen J.

doi:10.1080/13598139.2015.1028613

Cited by 11 publications

(27 citation statements)

References 72 publications

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“…Positive friendship quality was significantly predicted by greater psychosocial competency (sr 2 = .04) and close friendships (sr 2 = .04). In addition, more positive friendship qualities were more likely to be reported by gifted students (sr 2 = .03) than non-gifted students, girls (sr 2 = .04) than boys, and younger students (sr 2 = .07) than older students (Masden et al, 2015). Other researchers have found gifted students tend to endorse better psychosocial competency, better friendship quality, and greater intimacy with friends than non-gifted students.…”

Section: High Ability and Giftedmentioning

confidence: 88%

“…Children and adolescents with very high ability may view their friendships differently than those with moderately high ability and may have fewer friends . Regardless of ability status, girls reported more positive friendship qualities and intimacy than boys (Mayseless, 1993;Masden et al, 2015;Schapiro et al, 2009).…”

Section: High Ability and Giftedmentioning

confidence: 90%

“…For example, some have found high ability students report lower degrees of friendship intimacy (Mayseless, 1993) and fewer positive friendship qualities (i.e., companionship, help, security, closeness;Schapiro, Schneider, Shore, Margison, & Udvari, 2009) with a best friend than average ability peers. Yet other researchers have found gifted students viewed their friendships as more close and intimate than non-gifted peers (Field et al, 1998) and were more likely to report more positive friendship qualities (Masden, Leung, Shore, Schneider, and Udvari, 2015). These contrasts in findings may be attributed to several factors, including a lack of consistency in measures of friendship.…”

Section: High Ability or Giftednessmentioning

confidence: 90%

“…The researchers found adolescents with stronger perceptive-taking ability and interpersonal skills (measured by a hypothetical dilemma) were significantly more likely to have lower degrees of competition with social comparison (Masden et al, 2015).…”

Section: High Ability and Giftedmentioning

confidence: 99%

“…Research investigating friendship qualities of gifted or high ability children and adolescents remains inconclusive. Some researchers indicate gifted students report greater intimacy with their best friend (Field et al, 1998), more positive friendship qualities, and more self-reported psychosocial competence than non-gifted peers (Masden et al, 2015;Field et al, 1998). Still others have found gifted students reported less intimacy with their best friend (Mayseless, 1993) and fewer positive friendship qualities than non-gifted peers (Schapiro et al, 2009).…”

Section: High Ability and Giftedmentioning

confidence: 99%

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Investigating friendship qualities in high ability or achieving, typically-developing, ADHD, and twice-exceptional youth

Fosenburg¹

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I would also like to thank the staff at the Belin-Blank Center for Gifted Education and Talent Development for their guidance and encouragement during the conceptualization and recruitment process. A special thanks to the individuals who participated in this study and the parents and guardians who provided support. A very special thank you to my family. To my parents, who patiently waited for me to find new books in the library, embraced my curiosity, and taught me to find balance. To my brother, who has taught me degrees are only part of wisdom. To my graduate school and internship families, Meg, Kevin, Michelle, Emily, Nicole, Kristin, Chuck, Liz, Candice, Kate, and Destiny, the best of companions on this educational journey. To my best friend, LaNeisha, the best support and person I could ever have hoped to befriend during the first day of orientation and now count as family. And to Josh, who patiently supported me through years of long distance and many evenings of laptop dates. I feel so blessed to be on this journey with you. Without you all, none of this would have been possible. Thank you a thousand times over! iv ABSTRACT Current gaps in knowledge about twice-exceptional youth relative to those with only one exceptionality (e.g., high ability or ADHD) include how twice-exceptional students perceive their friendships (Foley Nicpon et al., 2010). Some researchers have found friendship qualities to be less positive for youth with ADHD (Humphrey et al., 2007), yet others have found friendships to be rated more positively by gifted youth (Field et al., 1998). The current investigation sought to determine how friendships are perceived by twice-exceptional youth compared to peers with ADHD or high ability or achievement, and those with average ability or achievement and no diagnosis. Participants included 65 youth (35 boys, 33 girls) in middle school. Participants completed the Friendship Qualities Scale (Bukowski et al., 1994), in addition to a demographic questionnaire completed by parents. A repeated-measures ANOVA design was utilized to compare friendship quality ratings based on ability or achievement and ADHD diagnosis, as well as gender. Participants with ADHD, regardless of ability or achievement, reported significantly less companionship, help, and security with a best friend than those without a diagnosis. Boys were observed to report significantly less closeness with a best friend than girls. Implications of the current findings for counseling psychologists in the areas of practice and theory include considerations of how youth are socialized based on societal beliefs about gender and disability. Additionally, recommendations for treatment considerations, particularly for twice-exceptional youth, may include strengths-based interventions to support areas of strength to help accommodate difficulties. v

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Section: High Ability and Giftedmentioning

confidence: 88%

Section: High Ability and Giftedmentioning

confidence: 90%