Abstract
This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included loneliness, social competence, empathy, and self-concept. The results indicated that gifted children score higher on need fulfillment, empathy, academic self-concept, and lack of emotional anxiety and lower on self-disclosure and physical self-concept. Few differences were found between the two settings for gifted children. The conclusion is that gifted children differ from nongifted children only on some of the social-emotional variables examined, mainly for the better.
Original language | English |
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Pages (from-to) | 63-72 |
Number of pages | 10 |
Journal | Roeper Review |
Volume | 34 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2012 |
Keywords
- gifted children
- social competencies
- social difficulties
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology