Social Coping among Gifted Elementary School Students

2002 ◽  
Vol 26 (1) ◽  
pp. 65-86 ◽  
Author(s):  
Mary Ann Swiatek
Keyword(s):  
Elementary School ◽  
Coping Strategies ◽  
Elementary School Students ◽  
Peer Acceptance ◽  
Academic Program ◽  
Gifted Children ◽  
Older Students ◽  
School Students ◽  
Social Coping ◽  
Gifted Adolescents

Research has indicated that gifted adolescents use a variety of measurable social coping strategies to mitigate perceived negative social effects of being identified as gifted in school. The precocious development of gifted children suggests that similar strategies also might be used by gifted elementary school students. Two studies of gifted 3rd through 7th graders who enrolled in a summer academic program explored the possibility that social coping strategies can be adequately measured among gifted elementary students. Study 1 provided a good replication of results from studies of gifted adolescents, and Study 2 replicated Study 1. Six social coping strategies, very similar to those identified in studies of gifted adolescents, were identified: denying giftedness, minimizing focus on popularity, social interaction, humor, conformity, and denying an impact of giftedness on peer acceptance. The last two scales were unreliable with young students, however. No consistent gender differences in social coping were found, but comparisons by grade level indicated that older students are more focused on popularity than are younger students.

Revision of the Social Coping Questionnaire: Replication and Extension of Previous Findings

1998 ◽  
Vol 10 (1) ◽  
pp. 252-259 ◽  
Author(s):  
Mary Ann Swiatek ◽  
Rebekah M. Dorr
Keyword(s):  
Gender Differences ◽  
Factor Analysis ◽  
Social Interaction ◽  
Coping Strategies ◽  
Peer Acceptance ◽  
Psychosocial Experiences ◽  
The Social ◽  
Social Coping ◽  
Gifted Adolescents

Research into the psychosocial experiences of gifted adolescents indicates that they believe others see them as “different,” and this perception may interfere with social interaction. Some authors have described the experience of being identified as gifted in school as socially stigmatizing. The few studies that have investigated how gifted adolescents cope with this stigma suggest that they use a variety of methods to control the information others have about them. The Social Coping Questionnaire (SCQ) was designed to measure such strategies. The current study presents an expansion of the SCQ and supports previous findings indicating that the social coping strategies used by gifted adolescents are identifiable and measurable. Factor analysis of the revised SCQ produced five social coping factors: denial of giftedness, emphasis on popularity, peer acceptance, social interaction, and hiding giftedness. Gender differences suggest that females are more likely than males to deny their abilities and report high levels of interpersonal activity.

scholarly journals GIFTEDNESS AND ACADEMIC ACHIEVEMENT AS DETERMINANTS OF COMPETENCE SELF-PERCEPTION IN ELEMENTARY SCHOOL STUDENTS

2019 ◽  
pp. 55-80
Author(s):  
Anela Hasanagić ◽  
Asmir Zukić ◽  
Nina Bulajić
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Elementary School ◽  
Elementary School Students ◽  
Economic Status ◽  
Gifted Children ◽  
Self Perception ◽  
School Students ◽  
Behavioral Competence ◽  
School Competence

Conducting this research, we wanted to explore the competence self-perception in gifted elementary school students and to compare different aspects of gifted and non-gifted children’s self-perception. In addition to this, we investigated gender differences as well as the correlation between self-perception and academic achievement. The research sample comprised 62 participant, 31 gifted and 31 non-gifted children aged 10 to 15. A matched participant design was used and the controlling variables were: academic achievement in the current and previous grades, gender and a socio-economic status. All the participants were tested by two instruments: The Socio-Demographic instrument and the Self-Perception Profile for Children developed by Susan Harter (1985), which measures six aspects of self-perception (competencies): school competence, social competence, sports competence, physical competence, behavioral competence and general self-perception. The results showed that the highest level of students’ competence was observed for the school competence aspect, then behavioral one, followed by general self- concept, while a lower level of physical and sports competence was reached. Furthermore, there is a statistically significant correlation between most of the personal competence sub-scales, except between sports competence on the one hand, and school competence and behavioral competence, on the other hand. This implies that competence self- perception is the construct comprised of different interrelated aspects and if one shows a tendency for positive self-perception in one aspect; most probably that person will have positive self- perception in another as well. No statistically significant differences were found between the gifted and the non-gifted children, which means that giftedness is not an important factor of self-perception. Also, gender differences were significant only among the gifted children where the boys perceived themselves as more competent in the social and physical aspects.

Do not overlook lonely children

2017 ◽  
Vol 35 (7) ◽  
pp. 956-976 ◽  
Author(s):  
Takuma Nishimura ◽  
Tatsuya Murakami ◽  
Shigeo Sakurai
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Longitudinal Study ◽  
Present Article ◽  
Elementary School Students ◽  
Peer Acceptance ◽  
Ripple Effect ◽  
Vicious Cycle ◽  
School Students ◽  
The Relationship

The present article investigated the longitudinal influence of loneliness on peer acceptance in school through two longitudinal studies; specifically, we hypothesized a bidirectional view on the relationship between loneliness and peer acceptance. In Study 1, a total of 383 Japanese elementary school students in fourth and fifth grades (207 boys and 176 girls, aged 9–11) at three public schools in Japan participated in an 18-month longitudinal study. Through a comparison of hypothetical models, the accepted model showed a ripple effect of loneliness on peer acceptance. Subsequently, in Study 2, a total of 506 Japanese elementary school students in fourth to sixth grades (253 boys and 253 girls, aged 9–12) at two public schools in Japan participated in a 6-month longitudinal study. The statistically accepted cross-lagged model indicated a bidirectional influence between loneliness and peer acceptance. These findings indicate a strong link between loneliness and peer acceptance from a longitudinal bidirectional perspective and suggest the importance of early educational practices for lonely children to prevent them from entering this vicious cycle.

The Structure of Social Coping among Chinese Gifted Children and Youths in Hong Kong

2005 ◽  
Vol 29 (1) ◽  
pp. 8-29 ◽  
Author(s):  
David W. Chan
Keyword(s):  
Coping Strategies ◽  
Age Groups ◽  
Gifted Children ◽  
Factor Analyses ◽  
Older Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Social Coping ◽  
Degrees Of Equivalence ◽  
Multigroup Confirmatory Factor Analysis

This study examined the structure of social coping across 2 age groups of 716 Chinese gifted children and youths based on 7 social coping strategies assessed by the Chinese Social Coping Questionnaire. To evaluate whether these strategies could be applied adequately to younger as well as older students, 3 models hypothesizing different degrees of equivalence across the 2 age groups were tested using multigroup confirmatory factor analysis. Despite the similarities, there was suggestive evidence that the 7 social coping strategies might correlate differentially and to various degrees with each other for the two different age groups. Subsequent second-order confirmatory factor analyses separately conducted for the 2 age groups indicated that 2 overall strategies of social-interaction coping and minimizing-differences coping between self and peers encompassed the 7 specific social coping strategies. Implications of the findings, including subtle differences in the interpretation of discounting popularity by older and younger students, are discussed.

scholarly journals Studi Kasus: Addictive Media Sosial, Peer Acceptence dan Well Being pada Siswa Sekolah Dasar

2020 ◽  
Vol 10 (2) ◽  
pp. 138-143
Author(s):  
Alifia Cahya Wicaksani ◽  
Ika Silfiana A. Khoiriyah
Keyword(s):  
Social Media ◽  
Elementary School ◽  
Elementary School Students ◽  
Positive Relationship ◽  
Peer Acceptance ◽  
Statistical Tests ◽  
Qualitative Interviews ◽  
Well Being ◽  
School Students ◽  
Depth Interviews

This study aims to determine the correlation of addictive social media, peer acceptence, and well-being in elementary school students.The method used in this research uses a mix method which is done quantitatively and qualitatively. Quantitative method is done by giving questionnaires from each variable and then carried out by statistical tests using product moment correlation analysis. For qualitative interviews were conducted with elementary school students at SDN 1 Rejosari with in-depth interviews to find the meaning obtained.The results showed that r1 = -0.205, r2 = 0, 233 and r3 = 0.378. In ri there is no significant relationship because p 0.005 but the closeness is negative -0.205 so there is no positive relationship between addictive social media with well-being, r2 shows there is a positive relationship between addictive social media with peer acceptance and r3 indicates a positive relationship between peer acceptence and well-being of elementary school students. In the case of elementary school students who cause addictive because it is closely related to peer friendship so it will connect to the level of well-being.

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