Social-perspective coordination and gifted adolescents' friendship quality

被引：11
作者：
Masden, Catherine A. [1 ]
Leung, Olivia N. [1 ]
Shore, Bruce M. [1 ]
Schneider, Barry H. [2 ]
Udvari, Stephen J. [3 ]
机构：
[1] McGill Univ, Dept Educ & Counseling Psychol, Montreal, PQ, Canada
[2] Univ Ottawa, Sch Psychol, Ottawa, ON K1N 6N5, Canada
[3] Univ Toronto, Ontario Inst Studies Educ, Dept Human Dev & Appl Psychol, Toronto, ON, Canada
来源：
HIGH ABILITY STUDIES | 2015年 / 26卷 / 01期
关键词：
adolescents; friendship; friendship quality; gifted; self-concept; social-perspective coordination; INTERPERSONAL NEGOTIATION STRATEGIES; SELF-CONCEPT; CHILDRENS FRIENDSHIPS; SEX-DIFFERENCES; PERCEPTIONS; STABILITY; PATTERNS; STUDENTS; EXPECTATIONS; EXPLORATION;
D O I：
10.1080/13598139.2015.1028613
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
This research examined links among academic ability, social-perspective coordination, and friendship quality, within the context of gifted adolescents' friendships. The sample consisted of 120 early adolescents (59 girls, 61 boys), 81 of whom were identified as gifted. Academic ability, sex, and grade significantly predicted social-perspective coordination (an indicator of psychosocial maturity) in multiple regression analyses. Social-perspective coordination, perceptions (self-concept) of ability to make and keep friends, academic ability, sex, and grade predicted perceptions of the overall quality of friendships. Being a female, seventh grader, or adolescent not identified as gifted, significantly predicted higher friendship quality. Social-perspective coordination and self-concept based on having a close friend predicted higher levels of friendship quality for the gifted participants.
引用
收藏
页码：3 / 38
页数：36
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