A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor |
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| Authors: | Lesli J. Preuss Eric F. Dubow |
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| Affiliation: | 1. Clinical psychologist and director of the Child and Adolescent Psychiatric Evaluation Service (CAPES) in the Department of Child Psychiatry , New York State Psychiatric Institute , E-mail: PreussL@childpsych.columbia.edu;2. Professor of psychology in the clinical psychology doctoral program , Bowling Green State University , E-mail: edubow@bgnet.bgsu.edu |
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| Abstract: | The present study investigated the coping responses to two childhood stressors of fifth and sixth grade, gifted (n=52) and typical (n=55) children. The subjects were administered the Self‐Report Coping Scale for school and peer stressors (i.e., getting a lower grade than usual and having a fight with a friend). Teachers’ ratings of children's social and academic adjustment and academic potential were also obtained. Results indicated that gifted children endorsed problem‐solving strategies to a greater degree than typical children. Otherwise, gifted and typical children's reported coping strategies did not differ. Teachers’ ratings indicated better academic and social adjustment for gifted children. Future directions for the study of coping with stressors among gifted populations are addressed. |
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