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Coping with self and academic talent

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Abstract

This study tested a possible explanatory framework of the coping and adaptation of 159 academically able seventh graders by exploring their strengths and vulnerabilities in coping with their differences, their peer relationship styles, and their patterns of achievement motivation. All of the youth in this sample scored in the 97th percentile on grade-level standardized tests with one fourth scoring at the mean of college-bound seniors on the SAT, an above-grade-level test for this age group. The range of responses included a bifurcated distribution pattern of strengths and vulnerabilities in values related to achievement motivation and normal distribution patterns in coping with self and academic ability and peer relationship style. The findings support use of structured self-reports in obtaining academically able youths' perspectives on self-in-context and as a supplement in psychosocial assessment.

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Authors and Affiliations

  1. National Catholic School of Social Service, Catholic University of America, 20064, Washington, DC

    Elizabeth M. Timberlake DSW (Professor) & Elizabeth M. Plionis DSW (Assistant Professor)

  2. Center for Talented Youth, Johns Hopkins University, Boltimore, USA

    Linda B. Barnett MAT (Deputy Director)

Authors
  1. Elizabeth M. Timberlake DSW
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  2. Linda B. Barnett MAT
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  3. Elizabeth M. Plionis DSW
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Timberlake, E.M., Barnett, L.B. & Plionis, E.M. Coping with self and academic talent. Child Adolesc Soc Work J 10, 21–37 (1993). https://doi.org/10.1007/BF00758021

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  • DOI: https://doi.org/10.1007/BF00758021

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