There are currently two controversial positions: the first supports the notion that the intellectually giftedness by itself is a risk factor for psychosocial adjustment of adolescents; the second suggests that high intelligence increases the protective resource for individual resilience. The aim of this study was to investigate the relationships between domain-specific intellectual self-estimations and psychosocial adjustment in gifted students (73 boys and 91 girls aged 14.7 to 17.6; M = 16.2, SD = 0.8), scored in the IQ-test range from 110 to 135. We used the Cognitive Ability Tests with verbal, quantitative, and nonverbal scales; the Checklist for self-estimations of students' eight intelligences (based on Gardner's multiple intelligences theory), school marks, and peer nomination strategy to estimate sociometric status among classmates. Besides, The Scale of Psychosocial Adjustment by C. Rogers and R. Dymond (101 items in Russian version) was used. The data demonstrated complexity and nonlinearity of relationships between the variables of intellectual self-concept and various aspects of psychosocial adjustment. The internal indicators of psychosocial adjustment in the students were interconnected more with subjective self-estimations of domain-specific intelligences, than with the objective criterions (the test scores or/and school achievement). The most successful adjustment was noted at the students with high self-estimations of interpersonal and intrapersonal intelligences. On the contrary, sociometric peer status in much bigger degree was guided on external criterion – academic achievement of the students, than on their self-estimations. Besides, higher sociometric status corresponded also to higher level of psychosocial adjustment. The implications of the findings for future research and for the counseling of gifted children are discussed. The study was supported by the Russian Foundation for Humanities, project № 14-06-00564.