A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor

By L. Preuss, E. Dubow. 2004

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A Longitudinal Study of Negative Life Events, Stress, and School Experiences of Gifted Youth (2009, background): “Preuss and Dubow (2004) found that gifted subjects endorsed problem-solving strategies for responding to stress.”
Relationships among Stress, Coping, and Mental Health in High-Achieving High School Students. (2008, background): “…that the coping behaviors of students identified as intellectually gifted are unique; specifically, elementary-age gifted children are more likely than their age-matched peers to use problem-focused coping strategies to deal with school-related and interpersonal stressors (Preuss & Dubow, 2004).”
Students with Exceptionalities and the Peer Group Context of Bullying and Victimization in Late Elementary School (2009, unknown): “Preuss and Dubow (2004) found that academically gifted students were more likely to employ active problem-solving approaches to social stressors, and that being academically gifted moderated the impact of stressors on adjustment.”