Parent, teacher, and self perceptions of gifted student social skills

Abstract

Social skills competency appears to be critical to the development of positive interpersonal relationships and may serve to increase social connectedness and psychological well-being (Merrell, 1999; Ross, Shochet, & Bellair, 2010; Segrin & Rynes, 2009; Segrin & Taylor, 2007). Research findings have been mixed regarding the social-emotional and psychological well-being of gifted and talented students (Galloway & Porath, 1997). By examining teacher, parent, and self perceptions of gifted student social skills, this study sought to assess those skills which may support the development of positive relationships with adults and peers at school. Differences were found between teacher, parent, and self-perceptions of gifted student social skills at the overall Social Skills composite score and across specific scale scores. Additionally, differences emerged between in the importance these raters placed on skills within the Cooperation scale. Information from qualitative questions was summarized to provide insight which might otherwise be missed with the use of rating scales alone. Implications for practice were considered to assist educators in maximizing the well-being and potential of gifted students in their schools.