Research of academic giftedness in foreign studies: socio-psychological aspect



The article provides an overview of foreign publications on the issue of giftedness. Particular attention is paid to the socio-psychological aspect of education of gifted schoolchildren with the help of programs for the accelerated and in special classes. The article reviews the results of studies examining implicit views of ordinary students and school teachers on the gifted as well as a point of view of classmates, parents, teachers and the gifted themselves on gifted students. It describes the strategies for social interaction in academically gifted students who become the victims of bulling. The article analyses the data, obtained in a series of studies, which demonstrate the negative and positive effects of the classroom and family contexts on the academic and social competences of gifted students. The features of academic and social self-concept; relationships with classmates; interactions with adults (parents and teachers) are regarded in the article as contexts supporting the students’ academic achievement potential, which may remain in some cases not realizedal.

General Information

Keywords: academic giftedness, conditions for realization of giftedness, implicit image of the gifted, educational programs for gifted children, social competence of academically gifted children, bullingкомпетентность одаренных, буллинг

Journal rubric: Developmental Psychology and Age-Related Psychology

Article type: scientific article

For citation: Meshkova N.V. Research of academic giftedness in foreign studies: socio-psychological aspect [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2015. Vol. 4, no. 1, pp. 26–44. (In Russ., аbstr. in Engl.)


  1. Мешкова Н.В., Кондратьев М.Ю. Системная работа в сфере образования с одаренными детьми и подростками: социально-психологическая составляющая // Социальная психология и общество. 2012. № 1. С. 5–25.
  2. Baudson T.G., Preckel F. Teachers' Implicit Personality Theories About the Gifted: An Experimental Approach // School psychology quarterly. 2013. Vol. 28. Issue 1. P. 37–46. DOI: 10.1037/spq0000011.
  3. Boor-Klip H.J., Cillessen A.H.N., Hell J.G. Social Understanding of High-Ability Children in Middle and Late Childhood // Gifted Child Quarterly. 2014. Vol. 58(4). P. 259–271. DOI: 10.1177/0016986214547634.
  4. Chan D.W., Chan L.-k., Chan A. C.-Y. Parenting Gifted Children Among Hong Kong Chinese Parents: What Differences Does Westernization Make? // Roeper Review. 2013. Vol. 35:3. P. 177–186. DOI:10.1080/02783193.2013.794891.
  5. Characteristics of the home context for the nurturing of gifted children in Saudi Arabia / Hein S., [et al.]. // High Ability Studies. 2014. Vol. 25:1. P. 23–33. DOI: 10.1080/13598139.2014.906970.
  6. Cross T.L., Swiatek M.A. Social Coping Among Academically Gifted Adolescents in a Residential Setting:A Longitudinal Study // Gifted Child Quarterly. 2009. Vol. 53. № 1. P. 25–33.
  7. Dai D.Y., Steenbergen-Hu S. Special Class for the Gifted Young: A34-Year Experimentation With Early College Entrance Programs in China // Roeper Review. 2015. Vol. 37. № 1. P. 9–18. DOI: 10.1080/02783193.2014.975882.
  8. Effect of Social Setting, Self-Concept, and Relative Age on the Social Status of Moderately and Highly Gifted Students / Norman A.D., [et al.]. // Roeper Review. Sep2000. Vol. 23, issue 1. P. 34–40.
  9. Handel M., Vialle W., Ziegler A. Student perceptions of high-achieving classmates // High ability studies. 2013. Vol. 24. Issue 2. P. 99–114. DOI: 10.1080/13598139.2013.843139.
  10. Hoogeveen L., Van Hell J.G., Verhoeven L. Self-Concept and Social Status of Accelerated and Nonaccelerated Students in the First 2 Years of Secondary School in the Netherlands // Gifted Child Quarterly January. 2009. Vol. 53. №. 1. P. 50-67. DOI: 10.1177/0016986208326556.
  11. How desirable are gifted boys for girls and gifted girls for boys? Results of a chatroom study /  Ziegler A., [et al.]. // Australasian Journal of Gifted Education. 2011. № 19. P. 16–20.
  12. Insiders or Outsiders: The Role of Social Context in the Peer Relations of Gifted Students / Eddles-Hirsch K., [et al.]. // Roeper Review. 2012. Vol. 34:1. P. 53-62. DOI:10.1080/02783193.2012.627554.
  13. Lee S.-Y., Olszweski-Kubilius P., Thomson D. Academically gifted students’ perceived interpersonal competence and peer relationships. Gifted Child Quarterly. 2012. Vol. 56. P. 90–104.
  14. Marsh H.W., Hau K.T. Big fish little pond effect on academic self-concept // American Psychologist. 2003. Vol. 58. P. 364–376.
  15. Model of academic self-concept:perceived difficulty and social comparison among аcademically accelerated secondary school students / Wilson H.E., [et al.]. // Gifted Child Quarterly. 2014. Vol. 58, no. 2. P. 111–126. DOI: 10.1177/0016986214522858.
  16. Mudrak J., Zabrodska K. Childhood Giftedness, Adolescent Agency: A Systemic Multiple-Case Study  // Gifted Child Quarterly. 2015. Vol. 59, no. 1. P. 55–70. DOI: 10.1177/0016986214559602.
  17. Neihart M. The socioaffective impact of acceleration and ability grouping: Recommendation for best practice // Gifted Child Quarterly. 2007. Vol. 51. P. 330–341. DOI:10.1177/0016986207306319.
  18. Olszewski-Kubilius P., Lee S.-Y., Thomson D. Family Environment and Social Development in Gifted Students // Gifted Child Quarterly. 2014. Vol. 58, no. 3. P. 199–216. DOI: 10.1177/0016986214526430.
  19. Olthouse J. How Do Preservice Teachers Conceptualize Giftedness? A Metaphor Analysis // Roeper Review. 2014. Vol. 36, issue 2. P. 122–132. DOI: 10.1080/02783193.2014.884200.
  20. Peterson J. S., Ray  K. E. Bullying among the gifted: The subjective experience // Gifted Child Quarterly. 2006. Vol. 50. P. 252–266.
  21. Preckel F., Goetz T., Frenzel A. Ability grouping of gifted students: Effects on academic self-concept and boredom // British Journal of Educational Psychology. 2010. Vol. 80. P. 451–472. doi:10.1348/000709909X480716.
  22. Raty H., Kasanen K. Parents' perceptions of their child's academic competencies construe their educational reality: Findings from a 9-year longitudinal study // Journal of applied social psychology. 2013. Vol. 43, issue 5. P. 1110–1119. DOI: 10.1111/jasp.12076.
  23. Raty H. Debating educability: diverging social representations of abilities in Finnish educational discourse // Social psychology of education. 2014. Vol. 17, issue: 3. P. 457–469. DOI: 10.1007/s11218-014-9260-z.
  24. Rentzsch K., Schütz A., Schröeder-Abé M. Being labeled nerd: Factors that influence the social acceptance of high-achieving students // The Journal of Experimental Education. 2011. Vol. 79. P. 143–168.
  25. Robinson N.M. The social world of gifted children and youth / S.I. Pfeiffer (ed.) // Handbook of giftedness in children: Psychoeducational theory, research and best practices. New York: Springer. 2008. P. 33–51.
  26. Rogers K.B. Lessons learned about educating the gifted and talented. A synthesis of the research on educational practice // Gifted Child Quarterly. 2007. Vol. 51. P. 382–396. DOI:10.1177/0016986207306324.
  27. Shechtman Z., Silektor A. Social competencies and difficulties of gifted children compared to nongifted peers // Roeper Review. 2012. Vol. 34. P. 63–72.
  28. Siegle D., Rubenstein L.D., Mitchell M.S. Honors Students’ Perceptions of Their High School Experiences: The Influence of Teachers on Student Motivation // Gifted Child Quarterly. 2014. Vol. 58, no. 1. P. 35–50. DOI: 10.1177/0016986213513496.
  29. Subotnik R. F., Olszewski-Kubilius P., Worrell F. C. Rethinking giftedness and gifted education: A proposed direction forward based on psychological science // Psychological Science in the Public Interest. 2011. Vol. 12. P. 3–54.
  30. Troxclair D.A. Preservice Teacher Attitudes Toward Giftedness // Roeper Review. 2013. Vol. 35 Issue 1. P. 58–64. DOI: 10.1080/02783193.2013.740603.
  31. Vogl K., Preckel F. Full-Time Ability Grouping of Gifted Students: Impacts on Social Self-Concept and School-Related Attitudes // Gifted Child Quarterly. 2014. Vol 58, no. 1. P. 51–68. DOI: 10.1177/0016986213513795.
  32. Wai J.  Investigating America's elite: Cognitive ability, education, and sex differences // Intelligence. 2013. Vol.  41. P. 203–211.
  33. Walker C.L., Shore B.M. Theory of mind and giftedness: New connections // Journal for the Education of the Gifted. 2011. Vol. 34. P. 644–668. doi:10.1177/016235321103400406.
  34. What is more important for fourth-grade primary school students for transforming their potential into achievement: the individual or the environmental box in multidimensional conceptions of giftedness? / Stoeger H., [et al.]. // High Ability Studies. 2014. Vol. 25:1. P. 5–21. DOI: 10.1080/13598139.2014.914381.
  35. Wu J.J., Albanese D. Asian creativity, chapter one: Creativity across three Chinese societies. Thinking Skills and Creativity, 2010. № 5. P. 150–154.
  36. Ziegler A., Stoeger H. Expertisierung als Adaptions- und Regulationsprozess: Die Rolle von Bildungs- und Lernkapital [The role of adaptation and regulation processes in the acquisition of excellence: The role of educational and learning capital] // Motivation, Selbstregulation und Leistungsexzellenz (Talentförderung – Expertisenentwicklung – Leistungsexzellenz, Band 9) [Motivation, self-regulation, and excellence (promoting talent – developing expertise – achieving excellence)]. Muenster: LIT. 2011. Vol. 9. P. 131–152

Information About the Authors

Natalia V. Meshkova, PhD in Psychology, Associate Professor, Chair of Theoretical Foundations of Social Psychology, Faculty of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:



Total: 3389
Previous month: 27
Current month: 10


Total: 3329
Previous month: 6
Current month: 6