Social Performance of Gifted Students as Measured by the Social Performance Survey Schedule

Abstract

Few studies have investigated the relative contributions of both positive and negative behaviors in the social performance of intellectually gifted students. In the present study, the Social Performance Survey Schedule was administered to 80 gifted subjects in a special program. To determine whether the observed differences between boys and girls were significant, analysis of variance with repeated measures was performed on the Schedule Total, Part A, and Part B means. Consistent with previous research on the schedule, girls engaged in a greater number of positive social behaviors, engaged in fewer negative behaviors, and generally had higher over-all performance than boys. Suggestions were made concerning the implications of the findings for those who may have contact with gifted children in clinical or educational settings.