Utilizing previous research focusing on the Stigma of Giftedness Paradigm (SGP), this study explains social cognitive beliefs with the help of self-efficacy among students with gifts and talents (SWGT) in Ireland and India. The study considers the concept of person-environment fit with respect to how the SWGT feel they are being seen by others and how they react to their environment, where their self-efficacy plays a role. Irish and Indian students (N = 430) were matched by age (15-17) and gender. Data were collected using the Social Cognitive Beliefs scale as an indicator of person-environment fit, and the Multidimensional Scales of Perceived Self-Efficacy. Statistically significant differences were found in social cognition among the two groups with SWGT from Ireland (both males and females) scoring higher, suggesting a poorer fit with peers among them. However, the younger (15 and 16 years old) Indian SWGT had lower scores in peer-related social cognition than all Irish SWGT indicating a better fit with peers. Further, a hierarchical linear regression revealed self-regulated learning as a positive contributor and enlisting parental and community support as a negative contributor to explain social cognition beliefs among both Irish and Indian SWGT. Interestingly, while resisting peer pressure was a positive contributor for the Irish SWGT, it was a negative contributor for the Indian SWGT. Variations in results observed among the SWGT of the two countries are discussed with respect to cultural differences. The study not only contributes to an argument for SWGT to learn in environments where they are surrounded by intellectual peers with similar seriousness and abilities, but also draws attention to both fit in the environment and students’ confidence in their abilities by bringing in a cross-cultural perspective.
Cross, J. R., Mishra, A., O'Reilly, C., & Roy, P. (2022). Exploring Goodness of Fit: Social Cognition Among Students with Gifts and Talents in Ireland and India. SENG Journal: Exploring the Psychology of Giftedness, 1(2), 44-57. https://doi.org/https://doi.org/10.25774/KFQY-WC02