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.

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.

Criteria and Indicators of the Level of Formation in Intellectually Gifted Adolescents of the Culture of Social Interaction

2021 ◽  
pp. 38-43
Author(s):  
V. Emel'yanenko
Keyword(s):  
Social Interaction ◽  
Theoretical Analysis ◽  
Educational Environment ◽  
Diagnostic Tools ◽  
Gifted Children ◽  
Criteria And Indicators ◽  
The Social ◽  
Intellectually Gifted ◽  
Mental Abilities ◽  
Gifted Adolescents

Currently, one of the urgent problems of the education system is the search for effective methods of pedagogical support for the social development of intellectually gifted children and adolescents. The article contains the results of theoretical analysis and empirical research aimed at identifying the characteristics and level of formation of the culture of social interaction in intellectually gifted adolescents, considered as the main result of their social education in the educational environment of the school. The author reveals the essence of the culture of social interaction as a pedagogical phenomenon, develops diagnostic tools for its study and determines the level of its formation in 196 adolescents with outstanding mental abilities studying in grades 7-9 of secondary schools.

scholarly journals Differences in Mechanisms of Social Interaction of Gifted Children Based on Peer Acceptance [Diferencias en mecanismos de interacción social en niños de altas capacidades en función de la aceptación social]

2019 ◽  
Vol 16 (1) ◽  
pp. 13
Author(s):  
Pablo Hernández-Lastiri ◽  
África Borges ◽  
María Cadenas
Keyword(s):  
Social Interaction ◽  
Social Relations ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
Gifted Children ◽  
Social Responsiveness ◽  
Social Reciprocity ◽  
The Social ◽  
Natural Settings ◽  
Functional Mechanisms

AbstractEarly relationships with equals are considered a relevant factor in people’s development. In order to study social interaction, Santoyo (1996, 2006) proposes the functional mechanisms of social effectiveness, social responsiveness, and reciprocity. To analyze and compare these mechanisms in the participants of the Comprehensive Program for High Abilities (CPHA) with the purpose of detecting possible differences between the students who are better considered by their equals and those who have less social acceptance. The sample was selected by a sociogram, and the social interaction was measured with the Observational Protocol for Interactions within the Classroom-OPINTEC, v.5 (Cadenas & Borges, 2016, 2017; Cadenas, Borges, & Falcón, 2013). The participants show effectiveness and correspondence, but they don’t show social reciprocity. No differences were observed between the most valued ones and the most rejected ones. Observation represents and appropriate methodology for the studying of social relations in natural settings in combination with other procedures. ResumenLas relaciones tempranas con los iguales se consideran un factor relevante en el desarrollo de las personas. Para el estudio de la interacción social, Santoyo (1996, 2006) pro­pone los mecanismos funcionales de efectividad, corres­pondencia y reciprocidad social. Analizar y comparar los mecanismos que regulan la interacción social en alumnado participante del Programa Integral para Altas Capacidades (PIPAC) con el fin de detectar posibles diferencias entre aquellos mejor considerados por sus pares y los que pre­sentan una menor aceptación social. La muestra se selec­ciona mediante el sociograma y la interacción social se mide a través del instrumento de observación Protocolo de Observación de Interacción en el Aula-PINTA, v.5 (Cade­nas & Borges, 2016, 2017; Cadenas et al., 2013). Tanto los estudiantes focales más valorados como los más rechazados muestran patrones indicadores de pre­sencia de efectividad y correspondencia social, pero no re­ciprocidad social. No se observaron diferencias entre am­bos grupos. La observación representa una metodología adecuada para el estudio de relaciones sociales en ambien­tes naturales en combinación con otros procedimientos

scholarly journals The Social Coping Questionnaire: An Examination of Its Structure with an American Sample of Gifted Adolescents

2007 ◽  
Vol 30 (3) ◽  
pp. 353-371 ◽  
Author(s):  
Kathleen Moritz Rudasill ◽  
Regan Clark Foust ◽  
Carolyn M. Callahan
Keyword(s):  
American Sample ◽  
The Social ◽  
Social Coping ◽  
Gifted Adolescents

Psychometric Properties of the Social Interaction Self-Statement Test in a College Sample

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1171-1177 ◽  
Author(s):  
Augustine Osman ◽  
Kathleen Markway ◽  
Joylene R. Osman
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Psychological Distress ◽  
Social Interaction ◽  
Social Anxiety ◽  
Psychometric Properties ◽  
Symptom Checklist ◽  
College Sample ◽  
The Social ◽  
Two Factors

The psychometric properties of the Social Interaction Self-statement Test were investigated with a sample of 321 college students. Factor analysis of the 30 items gave two factors, similar to the positive and negative self-statement subscales. The internal consistency coefficients of the factor scales were high and adequate. Correlations between the subscales and independent measures of social anxiety and psychological distress from the Symptom Checklist-90—Revised were examined. Data provided opportunity for evaluating the construct validity and psychometric adequacy of the test.

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