Social Self-Concept, Social Attributions, and Peer Relationships in Fourth, Fifth, and Sixth Graders Who Are Gifted Compared to High Achievers

Abstract

Socially related self-concept, attributions for social success and failure, and peer relationships were investigated for fourth through sixth graders identified as intellectually gifted and a comparison group of high achievers not identified as gifted. The group identified as gifted scored significantly higher on 3 of 4 socially related self-concept subscales ( p < .01) and on the general self-concept scale ( p < .05) of the Self-Description Questionnaire-I (Marsh, 1988). On the Student Social Attribution Scale (Bell & McCallum, 1995), an interaction effect was noted, with the group identified as gifted scoring higher than the comparison group on attributions for social success due to ability and effort and lower on attributions for social failure due to ability, effort, and task difficulty. Though teachers‘ ratings of peer relationships yielded no differences between the 2 groups, boys across groups were rated significantly higher than girls ( p < .05).

The Psychological Well-Being of Early Identified Gifted Children

“…The fact that overall no differences were found for the gifted children on most components of wellbeing (differences were found in subgroups), may partly be explained by the large heterogeneity of the group and also the age of the children might have played a role (Mooij, Hoogeveen, Driessen, Van Hell, & Verhoeven, 2007). The children in this study were younger than in most other studies (Bain & Bell, 2004;Vialle et al, 2007). Lee et al (2012), who also included young children, did not find a difference either.…”

“…However, other studies found that both groups did not differ on measures of psychological well-being (Bain & Bell, 2004;Lee, Olszewski-Kubilius, & Turner Thomson, 2012;Shechtman & Silektor, 2012). Also, Neihart et al (2002) concluded that gifted children were at least as robust as any other group regarding well-being.…”

Habilidades Sociais e Bem-Estar Subjetivo de Crianças Dotadas e Talentosas

“…Essa correlação pode ser explicada pelo fato dessa classe de habilidade social se referir a comportamentos que demonstram compromisso da criança com as tarefas e com as pessoas no ambiente escolar. É mais provável que crianças dotadas entendam as instruções dos professores e sejam capazes de realizarem as tarefas solicitadas obtendo acentuado sucesso acadêmico (Bain & Bell, 2004) e, com isso, maior satisfação com o ambiente escolar. A forte correlação entre os escores de Responsabilidade e o indicador de Não violência pode também indicar o papel protetor dessas habilidades no contexto escolar especialmente as de seguimento de regras e instruções e de uso adequado do tempo livre.…”

Categorias de necessidades educacionais especiais enquanto preditoras de déficits em habilidades sociais na infância

“…Os resultados evidenciam que, em geral, existe um comprometimento de habilidades sociais nas diferentes categorias de crianças e adolescentes com necessidades educacionais especiais (Angélico & Del Prette, 2011;Barreto, Freitas, & Del Prette, 2011;Costa & Del Prette, 2012;Gresham, Lane, MacMillan, & Bocian, 1999;Thomas, Shapiro, DuPaul, Lutz, & Kern, 2011;Wauters & Knoors, 2008). Uma exceção a essa tendência pode ser observada somente em crianças dotadas e talentosas, ainda que os resultados produzidos pelos estudos de caracterização do repertório social dessa população permaneçam contraditórios e inconclusivos (Bain & Bell, 2004;Lehman & Erdwins, 2004;Versteynen, 2001).…”