This study investigated the social cognition of one gifted adolescent in school. Two research questions guided the study: (a) What is the nature of a gifted student's perception of the school experience? and (b) In what ways are teacher intent for a gifted student's personal development perceived and interpreted by a student?
An existential-phenomenological approach to psychological research was adopted to conduct an in-depth, single-subject case study. Interviews and observations were the primary sources of data. Three major findings are reported. First, the student was aware of self, self in relation to others, and aware of teachers and peers. Awareness, a theme, was evidence of social cognition in school. Involvement, the second theme, describes the student's perception of involvement or lack of engagement in the school experience. Third, student perceptions revealed communication patterns and strategies. Student perceptions were based on the student's interpretation and inferred meaning of his relationship to self, self and others, and awareness of teachers and peers.
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