Social coping among academically gifted adolescents in a residential setting: A longitudinal study

Gifted Child Quarterly

Volumn 53, Issue 1, 2009, Pages 25-33

  Cross, Tracy L ^a   Swiatek, Mary Ann ^a  

^a BALL STATE UNIVERSITY   (United States)

Author keywords

Age developmental stage; Growth modeling; Hierarchical linear modeling; High school; Multivariate analyses; Qualitative methodologies; Social and or emotional development and adjustment; Structural equation modeling

Indexed keywords

EID: 58149134226     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/0016986208326554     Document Type: Article

References (32)

1. Chan, D.W. (2003). Dimensions of emotional intelligence and their relationships with social coping among gifted adolescents in Hong Kong [Electronic version]. Journal ofYouth and Adolescence, 32, 409-418.
2. Chan, D.W. (2004). Social coping and psychological distress among Chinese gifted students in Hong Kong. Gifted Child Quarterly, 48, 30-41.
3. Coleman, L.J., & Cross, T.L. (1988). Is being gifted a social handicap ? Journal for the Education of the Gifted, 11, 41-56.
4. Coleman, L.J., & Sanders, M.D. (1993). Understanding the needs of gifted students: Social needs, social choices, and masking one's giftedness. Journal of Secondary Gifted Education, 5, 22-25.
5. Cross, T.L., Adams, C.A., Dixon, F., & Holland, J. (2004). Psychological characteristics of academically gifted adolescents attending a residential academy: A longitudinal study. Journal for the Education of the Gifted, 28, 159-181.
6. Cross, T.L., Coleman, L.J., & Stewart, R.A. (1993). The social cognition of gifted adolescents: An exploration of the Stigma of Giftedness Paradigm. Roeper Review, 16, 37-40.
7. Cross, T.L., Coleman, L.J., & Terhaar-Yonkers, M. (1991). The social cognition of gifted adolescents in schools: Managing the stigma of giftedness. Journal for the Education of the Gifted, 15, 44-55.
8. Cross, T.L., Stewart, R.A., & Avery, K.D. (1993). The Wyoming High School Institute: Addressing the social and emotional needs of high achieving adolescents through a summer residential program. Journal of Secondary Gifted Education, 5, 6-9.
9. Enersen, D.L. (1993). Summer residential programs: Academics and beyond. Gifted Child Quarterly, 37, 169-176.
10. Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140.
11. Gross, M.U.M. (1989). The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth. Roeper Review, 11, 189-194.
12. Gross, M.U.M. (1994). Radical acceleration: Responding to academic and social needs of extremely gifted adolescents. Journal of Secondary Gifted Education, 25, 27-34.
13. Gross, M.U.M. (2002). Social and emotional issues for exceptionally intellectually gifted students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 19-29). Waco, TX: Prufrock Press.
14. Hoge, R.D., & Renzulli, J.S. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63, 449-465.
15. Janos, P.M., & Robinson, N.M. (1985). Psychosocial development in intellectually gifted children. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 149-195). Washington, DC: American Psychological Association.
16. Kolloff, P.B., & Moore, A.D. (1989). Effects of summer programs on the self-concepts of gifted children. Journal for the Education of the Gifted, 12, 268-276.
17. Manor-Bullock, R., Look, C., & Dixon, D.N. (1995). Is giftedness socially stigmatizing? The impact of high achievement on social interactions. Journal for the Education of the Gifted, 18, 319-338.
18. Marsh, H.W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280-295.
19. Marsh, H.W., Chessor, D., Craven, R., & Roche, L. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32, 285-319.
20. Marsh, H.W., & Hau, K.-T. (2003). Big-fish-little-pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. American Psychologist, 58, 364-376.
21. Marsh. H.W., Hau, K.-T., & Craven, R. (2004). The big-fish-little-pond effect stands up to scrutiny. American Psychologist, 59, 269-271.
22. Marsh, H.W., & Parker, J. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well ? Journal of Personality and Social Psychology, 47, 213-231.
23. Olszewski-Kubilius, P. (1989). Development of academic talent: The role of summer programs. In J. VanTassel-Baska & P. Olszewski-Kubilius (Eds.), Patterns of influence on gifted learners: The home, the self, and the school (pp. 214-230). New York: Teachers College Press.
24. Plucker, J.A., Robinson, N.M., Greenspon, T.S., Feldhusen, J.F., McCoach, D.B., & Subotnik, R.F. (2004). It's not how the pond makes you feel, but rather how high you can jump. American Psychologist, 59, 268-269.
25. Rimm, S. (2002). Peer pressures and social acceptance of gifted students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 13-18). Waco, TX: Prufrock Press.
26. Rogers, K.B. (2002). Re-forming gifted education: How parents and teachers can match the program to the child. Scottsdale, AZ: Great Potential Press.
27. Sprinthall, R.C. (2000). Basic statistical analysis (6 th ed.). Boston: Allyn & Bacon.
28. Swiatek, M.A. (1995). An empirical investigation of the social coping strategies used by gifted adolescents. [Special issue: Giftedness in the social context]. Gifted Child Quarterly, 39, 154-161.
29. Swiatek, M.A. (2001). Social coping among gifted high school students and its relationship to self-concept. Journal of Youth and Adolescence, 30, 19-39.
30. Swiatek, M.A., & Cross, T.L. (2007). Construct validity of the Social Coping Questionnaire. Journal for the Education of the Gifted, 30, 427-429.
31. Swiatek, M.A., & Dorr, R.M. (1998). Revision of the Social Coping Questionnaire: Replication and extension of previous findings. Journal of Secondary Gifted Education, 10, 252-259.
32. VanTassel-Baska, J., Landau, M., & Olszewski, P. (1984). The benefits of summer programming for gifted adolescents. Journal for the Education of the Gifted, 8, 73-82.