Social Coping Among Gifted High School Students and its Relationship to Self-Concept

By M. Swiatek. 2001

115 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ca7061e780f1ff12a8dc2a73cf8b8d9e1088bc5e

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong (2006, background): “In addition, these dimensions of emotional intelligence were found to predict gifted students' use of specific social coping strategies to cope with their being gifted, suggesting that different dimensions of emotional intelligence might prompt the use of different social coping strategies as invest”
Academically Gifted Students’ Perceived Interpersonal Competence and Peer Relationships (2012, background): “…of .61 for the subscale, which was low but comparable to previously reported values (α = .63 and .71) for a sample of gifted high school students (Swiatek, 2001; also see Swiatek & Dorr, 1998) and α = .71 for a sample of gifted junior high school students (Swiatek, 1995).2 Fifth, 12 additional…”
Dimensions of Emotional Intelligence and Their Relationships with Social Coping Among Gifted Adolescents in Hong Kong (2003, methodology): “Specifically, in adjusting to their being gifted, these students employed coping strategies that included avoidance behaviors, denying their giftedness, discounting the importance of popularity, activity involvement, engaging in conforming behaviors, and emphasizing the value of peer acceptance (see”
Clinical and Mental Health Issues in Counseling the Gifted Individual (2015, background): “They may wish to hide their giftedness or even deny it (Swiatek, 2001), which can be stressful when there CLINICAL AND MENTAL HEALTH ISSUES 13 is a fear of being discovered.”