Effect of Social Setting, Self-Concept, and Relative Age on the Social Status of Moderately and Highly Gifted Students.

Norman, Antony D.; Ramsay, Shula G.; Roberts, Julia L.; Martray, Carl R.

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Peer reviewed

ERIC Number: EJ614736

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0278-3193

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Effect of Social Setting, Self-Concept, and Relative Age on the Social Status of Moderately and Highly Gifted Students.

Norman, Antony D.; Ramsay, Shula G.; Roberts, Julia L.; Martray, Carl R.

Roeper Review, v23 n1 p34-39 Sep 2000

This study compared the social status of highly gifted (N=42) and moderately gifted (N=86) secondary students across academic and social settings. Giftedness was not significantly related to social status in either setting. Two social statuses, popular and rejected, were significantly stable across settings and were related to peer nominations for getting along, fighting, and being shy. (Contains references.) (Author/DB)

Descriptors: Academically Gifted, Age Differences, Peer Acceptance, Peer Relationship, Popularity, Secondary Education, Self Concept, Social Status, Student Characteristics

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A