Many studies imply a strong relationship between giftedness and academic performance. These findings often lead to an early conclusion that gifted pupils are also superior in other fields of their functioning, including peer relations. The aim of the present study was to examine the role of giftedness in social acceptance, different aspects of self-concept and behaviour in social networks (operationalized as use of Facebook). More specifically, we were interested if gifted pupils are more popular among schoolmates, have a better self-concept and if giftedness is in any way connected with some aspects of Facebook usage in the sample of 6th to 9th grade pupils in elementary school.
Three measures of social acceptance were used: peer acceptance (measured by sociometric procedure using positive and negative nominations), teachers’ assessment of social acceptance in class and pupils’ self-perceived social acceptance. The Self Description Questionnaire (SDQ-II) was employed for measuring academic, social and general self-concept and the Facebook Intensity Scale (FBI) for assessing intensity and frequency of Facebook use.
Preliminary findings suggest that gifted pupils are academically more successful (have higher grades) and compared to non-gifted pupils have better self-concept. However, no significant differences were found in general or social self-concept nor in any of all the three measures of social acceptance between gifted and non-gifted pupils. According to the teachers’ ratings, there is a slight tendency towards better acceptance of gifted pupils; however, the difference was not significant. Results also indicate a tendency of less frequent use of Facebook by gifted pupils.
Evidence of this preliminary analysis suggests that gifted pupils are indeed more successful in academic performance, but that does not necessarily translate to better peer acceptance. More research is needed to determine the social life of gifted pupils in elementary school.