Document Type
Article
Department/Program
Education
Pub Date
4-2015
Abstract
Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers.
DOI
https://doi.org/10.1080/13598139.2015.1031881
Journal Title
High Ability Studies
Volume
26
Issue
1
First Page
39
Recommended Citation
Cross, Jennifer R.; O'Reilly, Colm; Kim, Mihyeon; Mammadov, Sakhavat; and Cross, Tracy L., Social Coping and Self-concept Among Young Gifted Students in Ireland and the United States: A Cross-cultural study (2015). High Ability Studies, 26(1), 39-61.
https://doi.org/10.1080/13598139.2015.1031881
Publisher Statement
This is an original manuscript of an article published by Taylor & Francis in High Ability Studies on April 29, 2015, available at: https://doi.org/10.1080/13598139.2015.1031881
