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Emotional Issues and Peer Relations in Gifted Elementary Students: Regression Analysis of National Data

Wiley, Kristofor R.
Thesis/Dissertation; Online
Wiley, Kristofor R.
Tomlinson, Carol
Brighton, Catherine
Callahan, Carolyn
Bassok, Daphna
Many of the social and emotional needs that have historically been associated with gifted students have been questioned on the basis of recent empirical evidence. Research on the topic, however, is often limited by sample size, selection bias, or definition. This study addressed these limitations by applying linear regression methodology to data from the Early Childhood Longitudinal Study (ECLS-K) to evaluate group differences and subgroup moderation in internalizing behaviors, externalizing behaviors, and peer problems for elementary students identified as gifted. While moderation of outcomes was present on the basis of race and socioeconomic status, identified students consistently exhibited lower levels of social or emotional issues based on both teacher and student reports. In addition, conceptions of giftedness based on both program participation and high achievement were compared, indicating that while each definition captured different students, both groups shared a common demographic and similar social and emotional outcomes. Finally, the association of these outcomes with program participation for highachievement students was explored, indicating little difference between program participants and non-participants in this sample. Educational Leadership, Foundations, and Policy Curry School of Education University of Virginia Charlottesville, Virginia APPROVAL OF THE DISSERTATION This dissertation, ("Emotional Issues and Peer Relations in Gifted Elementary Students: Regression Analysis of National Data"), has been approved by the Graduate Faculty of the Curry School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ___________________________________ Catherine M. Brighton, Ph. D., Chair ___________________________________ Daphna Bassok, Ph. D. ___________________________________ Carolyn M. Callahan, Ph. D. ___________________________________ Carol A. Tomlinson, Ed. D. ______________________Date Dedication I dedicate this dissertation to my wife, who allowed me to entertain the possibility of doctoral study and then worked diligently for four solid years so I could explore ideas and learn to put them to some use. Many are the hands that kept me afloat – the members of my committee were each wise and encouraging, and the kind spirits of my friends among both students and faculty helped to move me along – but my family incurred the greatest cost and deserve as much as I any recognition attendant upon this document and the effort it represents. Note: Abstract extracted from PDF text
University of Virginia, Curry School of Education, PHD (Doctor of Philosophy), 2013
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PHD (Doctor of Philosophy)
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