The social cognition of gifted adolescents: An exploration of the stigma of giftedness paradigm

The Social Coping Questionnaire: An Examination of Its Structure with an American Sample of Gifted Adolescents

“…Gifted students report that they are often perceived differently than nonidentified students (Cross, Coleman, & Stewart, 1993); thus, they employ social coping strategies to manipulate the visibility of their giftedness. The Social Coping Questionnaire (SCQ; Swiatek, 1995) was designed to assess these strategies.…”

“…Gifted students have reported that the visibility of their advanced intellectual ability in some social contexts can be problematic; some believe that when others recognize their giftedness, they are perceived as different and treated as such (Coleman & Cross, 1988;Cross et al, 1993;Janos, Fung, & Robinson, 1985;Manaster, Chan, Watt, & Wiehe, 1994;Manor-Bullock, Look, & Dixon, 1995;Robinson, 1990). Some gifted adolescents, not necessarily wanting to differ from their peers in intellectual ability or be treated differently because of it, employ a variety of social coping strategies that serve to manipulate the visibility of their giftedness so that they may avoid the "perceived negative social effects of recognized high ability" (Swiatek, 2002, p. 66).…”

Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes

“…Self-concept and its metacognitive prerequisites has been found precociously mature in general samples of gifted children, 37e39 which have been hypothesized favouring maladjustment and internalizing problems among them. 14,37,38 Maladjusted children with asynchronous giftedness seem not to fulfil this pattern, and it could be hypothesized that the lower frequency of social preoccupation cases among them may reflect a relative weakness in self-concept. Such a weakness could keep them out of fully apprehending their maladjustment, its social repercussions (loneliness, hostility from others) and experiencing related negative feelings (feelings of inferiority and insufficiency).…”

The Possibilities and Limitations of Gifted Education in Korea: A Look at the ISEP Science- Gifted Education Center

“…Previous studies, nevertheless, have insisted that there could be also different kinds of disadvantages the 'gifted' label has like social isolation or alienation of the gifted students (Colangelo & Brower, 1987;Coleman & Cross, 2001;Cross, Stewart, & Coleman, 1993;Hershey & Oliver, 1988;Kerr, Colangelo, & Gaeth, 1988). They also showed that some gifted students sought to hide their giftedness or to make mistakes so as to better associate with ordinary students at school, otherwise, the 'gifted' label might cause them to be isolated or stigmatized.…”