Socially related self-concept, attributions for social success and failure, and peer relationships were investigated for fourth through sixth graders identified as intellectually gifted and a comparison group of high achievers not identified as gifted. The group identified as gifted scored significantly higher on 3 of 4 socially related self-concept subscales (p < .01) and on the general self-concept scale (p < .05) of the Self-Description Questionnaire-I (Marsh, 1988). On the Student Social Attribution Scale (Bell & McCallum, 1995), an interaction effect was noted, with the group identified as gifted scoring higher than the comparison group on attributions for social success due to ability and effort and lower on attributions for social failure due to ability, effort, and task difficulty. Though teachers‘ ratings of peer relationships yielded no differences between the 2 groups, boys across groups were rated significantly higher than girls (p < .05).
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