Social Self-Concept, Social Attributions, and Peer Relationships in Fourth, Fifth, and Sixth Graders Who Are Gifted Compared to High Achievers

By S. Bain, Sherry M. Bell. 2004

128 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e4e804c6e8c34643d721ca8932087e59e37a52dd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Sietske van Viersen
2. Anat Silektor
3. J. Reijnders
4. Marieke M. N. Middel-Lalleman
5. M. van Hooijdonk
6. Evelyn H. Kroesbergen
7. Z. Shechtman
8. J. V. Van Luit

In Safety Research

1. Anat Silektor
2. Z. Shechtman

In Social Psychology

1. Sietske van Viersen
2. Anat Silektor
3. J. Reijnders
4. Marieke M. N. Middel-Lalleman
5. M. van Hooijdonk
6. Evelyn H. Kroesbergen
7. Z. Shechtman

Citations in the corpus

• The Psychological Well-Being of Early Identified Gifted Children (2016, background): “Several other studies found that gifted children experienced a higher level of psychological well-being than their comparable peers in multiple domains (e.g., Bain & Bell, 2004; Litster & Roberts, 2011).”
• Social Competencies and Difficulties of Gifted Children Compared to Nongifted Peers (2012, result): “Even for the same component, results are inconsistent: Ablard (1997) did not find a difference in self-concept between gifted children and nongifted, whereas Bain and Bell (2004) found them to score higher than nongifted children.”