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Article: Effect of Social Setting, Self-Concept, and Relative Age on the Social Status of Moderately and Highly Gifted Students.
- Article from:
- Roeper Review
- Article date:
- September 1, 2000
- Author:
CopyrightCOPYRIGHT 2000 The Roeper School. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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An ongoing debate continues regarding the relationship between giftedness and social adjustment. On one side are researchers who believe that students who are highly gifted tend not to be popular or well accepted by peers. This side of the debate dates back to 1893 in a work by Lombroso (1893) who reported that gifted children were unpopular. Likewise, Hollingworth (1942) stated that highly gifted children, with IQs above 180, had difficulties with educational adjustments as well as social adjustments, and that these bright children were likely to have conduct problems. On the other hand, in another early study of children with IQs of 140 and above, Terman (1925, 1959) ...