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Giftedness and social adjustment: Evidence supporting the resilience approach in spanish-speaking children and adolescents

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Autor dc.contributor.author Lopez V.
Autor dc.contributor.author Sotillo M.
Fecha Tésis dc.date 2009
Fecha Ingreso dc.date.accessioned 2014-04-04T17:21:53Z
Fecha Disponible dc.date.available 2014-04-04T17:21:53Z
Fecha en Repositorio dc.date.issued 2014-04-04
dc.description.abstract Do gifted students adjust poorly to their social environment? There are currently two competing positions: one that sustains that giftedness is by itself a risk factor for social adaptation, and another that holds that high cognitive abilities involve distinctive features that are protective and hence increase individual resilience. Empirical support has been provided for both positions. This paper provides data from a study performed with 50 Spanish-speaking gifted children and adolescents using a comparison group of 50 average-ability peers matched by sex and chronological age. The results show no significant differences between gifted students and their peers on global measures of adjustment. Instead, they suggest that gifted students are neither significantly more poorly nor better adjusted than their peers during different age periods. Our analysis of the results provides moderate support for the resilience position. © 2009 European Council for High Ability. en_US
dc.source High Ability Studies
Link Descarga dc.source.uri http://dx.doi.org/10.1080/13598130902860739
Link Descarga dc.source.uri http://www.scopus.com/inward/record.url?eid=2-s2.0-70449562703&partnerID=40&md5=2e56e6c48ab0ac649e71cb0e923d7317
Title dc.title Giftedness and social adjustment: Evidence supporting the resilience approach in spanish-speaking children and adolescents en_US
dc.description.keywords Gifted; High abilities; Resilience; Social adjustment en_US


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