Peer acceptance and self-esteem in gifted children

dc.contributor.advisor	Bauman, E.
dc.contributor.author	Eccles, Anne-Louise
dc.date.accessioned	2017-06-05T14:03:56Z
dc.date.available	2017-06-05T14:03:56Z
dc.date.created	1987
dc.date.issued	1987
dc.identifier.uri	http://knowledgecommons.lakeheadu.ca/handle/2453/964
dc.description.abstract	The present study examined how well gifted children in regular classrooms were accepted by their classmates. Fifty-four gifted and 681 normal IQ children in Grades two through eight were given peer ratings by their classmates and tested for self-esteem. Information was gathered from the schools as to each subject's age, sex, classroom, and for the gifted, IQ. It was found that gifted children are more readily accepted in the domain of academic pursuits than in other areas of peer acceptance such as athletic and general social activities. The trend is similar for self-esteem, which is higher for the gifted sample only in the academic area.
dc.language.iso	en_US
dc.subject	Peer pressure.
dc.subject	Self-esteem in children
dc.subject	Gifted children
dc.title	Peer acceptance and self-esteem in gifted children
dc.type	Thesis
etd.degree.name	Master of Arts
etd.degree.level	Master
etd.degree.discipline	Psychology
etd.degree.grantor	Lakehead University