peer acceptance and self-esteem in gifted children
abstract
the present study examined how well gifted children in
regular classrooms were accepted by their classmates.
fifty-four gifted and 681 normal iq children in grades
two through eight were given peer ratings by their
classmates and tested for self-esteem. information was
gathered from the schools as to each subject's age, sex,
classroom, and for the gifted, iq. it was found that
gifted children are more readily accepted in the domain
of academic pursuits than in other areas of peer
acceptance such as athletic and general social
activities. the trend is similar for self-esteem, which
is higher for the gifted sample only in the academic
area.
collections
- retrospective theses [1604]