School Life Satisfaction and Peer Connectedness of Intellectually Gifted Adolescents in France: Is There a Labeling Effect?

Autor/inn/en	Guignard, Jacques-Henri; Bacro, Fabien; Guimard, Philippe
Titel	School Life Satisfaction and Peer Connectedness of Intellectually Gifted Adolescents in France: Is There a Labeling Effect?
Quelle	In: New Directions for Child and Adolescent Development, (2021) 179, S.59-74 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guignard, Jacques-Henri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20448
Schlagwörter	Foreign Countries; Academically Gifted; Grade 6; Grade 10; Peer Relationship; Student School Relationship; Satisfaction; Labeling (of Persons); Adolescents; Social Integration; Student Promotion; Intelligence Tests; Middle School Students; High School Students; France + Suchen Sie Ihr Suchwort? Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Peer-Beziehungen; Schüler-Lehrer-Beziehung; Zufriedenheit; Labeling-Ansatz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Integration; Support of studies; Studienförderung; Intelligence test; Intelligenztest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Frankreich
Abstract	Intellectual giftedness is commonly associated with a high level of intellectual functioning, an identification process whereby individuals are labeled as "gifted," and adjustments in schools such as grade skipping. During adolescence, all these factors are prone to reduce peer connectedness and school life satisfaction. The aim of the present study was to disentangle the effects of these factors in a sample of 492 sixth and 10th graders. We identified three subsamples based on different characteristics associated with giftedness: students previously identified as gifted (n = 66), students who scored in the top 10% on a general intelligence test (n = 49), and students who had skipped a grade (n = 57). Comparative analysis showed that none of these subsamples differed from their respective control groups on school life satisfaction. Students labeled as "gifted" reported a lower level of peer connectedness, and the latter's contribution to school life satisfaction was significantly stronger within this subsample. These results underscore the importance of social integration for adolescents identified as intellectually gifted and exclude grade skipping as a risk factor. Moreover, high intellectual level does not seem to impact either school life satisfaction or peer connectedness. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01