Authored By Paula Olszewski-Kubilius, Seon-Young Lee, & Dana Thomson
Citation: Olszewski-Kubilius, P., Lee, S-L., & Thomson, D. L. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58 (3). 119-216.
This study examined relationships between family environment and social competence of gifted students. Using results from an online survey of over 1,500 academically gifted students and their families, researchers found that students’ ratings of their family were found to be good predictors of their interpersonal ability and peer relationships. Additionally, positive correlations were found between the students’ social competence and their ratings of functional aspects of the family. Also, differences were found by students’ level of social competence. Students with higher levels of social competence rated their families more positively. Results are consistent with previous research in that affectionate, supportive, and respectful family environments appear to be important to the development of interpersonal skills and competency and peer relationships for gifted individuals.