Much of the research on the social coping of students with gifts and talents has relied on a single administration of an instrument while the participants were attending a summer program. This study attempts to understand how attendance at a residential high school (academy) may affect academically gifted students over time. Students in two…

The Social coping Questionnaire (SCQ) measures strategies used by gifted adolescents to minimize the negative effect they believe their high ability has on their social interactions. Previous studies have supported the factor structure, internal consistency, and test-retest reliability of the SCQ. The current study provides construct validity…

Two studies of gifted 3rd through 7th graders (n=311) enrolled in a summer academic program explored the possibility that social coping strategies could be measured. Six social coping strategies were identified: denying giftedness; minimizing focus on popularity; social interaction; humor; conformity; and denying the impact of giftedness on peer…

A survey of 210 gifted junior high students sought to verify literature-based social coping strategies used by this population. Factor analysis yielded five meaningful factors: denial of giftedness, peer acceptance, popularity/conformity, extracurricular involvement, fear of failure, and activity level. (SW)

Examines ways of helping gifted adolescents cope with a perceived stigma. Research is cited showing that many gifted adolescents believe they are treated differently because of their abilities and behave differently because of this belief, including denial of one's giftedness. The school's role, ability grouping, and special needs of gifted girls…

Studied social coping among gifted high school students using a revised Social Coping Questionnaire (M. Swiatek, 1995). Results for 212 gifted students show that females were more likely than males to deny giftedness and maintain high activity levels, while males were more likely to use humor for coping. Results also indicate that problem-focused…

An expansion of the Social Coping Questionnaire was used to investigate how 229 gifted students (ages 11-17) coped with being identified as gifted. Results found five social coping factors: denial of giftedness, emphasis on popularity, peer acceptance, social interaction, and the hiding of giftedness. Females were more likely to deny abilities.…