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Much research has focused on how gifted children and adolescents deal with the social stigmas associated with giftedness. Previous studies indicate that several coping strategies exist, and these are related to personality and other characteristics. However, once these gifted individuals enter higher education, they are often required to shift their coping strategies to deal with stressors and situations in this new environment. This study investigates social coping strategies among honors college undergraduate students, looking at the need for updating the factor structure of a measure of social coping designed for and used with middle and high school students. Results suggest some variation in strategies for the honors college students. Additional results explore how personality traits, creativity, perfectionism, and other demographic characteristics predict the use of certain social coping strategies. This information can be used to mitigate the experience of social stress for this unique student population and address their needs through a supportive and accommodating environment.