Authored By: Seon-Young Lee, Paula Olszewski-Kubilius & Dana Thomson
Citation: Lee, S.Y, Olszewski-Kubilius, P., & Thomson, D. (2012). Academically gifted students’ perceived interpersonal competence and peer relationships. Gifted Child Quarterly, 56(2), 90-104.
In this article, the authors present a study of perceptions of the interpersonal competence and peer relationships of gifted adolescents who had previously participated in academic gifted programs at the Center for Talent Development. Researchers analyzed responses from 1,526 students, which were collected using an online survey. Major findings included that the gifted students had generally positive perceptions of their abilities to initiate, form, and maintain relationships with other people, including same-age non-gifted peers, and demonstrated levels of interpersonal ability and peer relationships, comparable to that of grade equivalent students in the norming group. The students did not perceive their giftedness as a negative factor affecting their peer relationships but rated their academic self-concept more positively than their social self-concept. Differences were found by gender and experience with subject acceleration in school.