Adjustment problems of gifted children and relations with labeling and coping mechanisms of stress

Labeling that emerges with the identification of giftedness is one of the most important stress sources that affects gifted individual's psychosocial adjustment process. Strategies used in coping with stress also plays an important role in this process. The aim of this study is to investigate the relationships between adjustment, labeling and coping strategies among gifted adolescents. Sample of the study consists of gifted adolescents whose ages range from 11 and 16 years and attend Konak Science and Art Center. The sample was asked to complete a number of questionnaires including Personal Information Form, The Gifted Label Effects Scale, Youth Self Report and Children and Adolescents Coping with Stress Scale. Analysis showed that label perception is negatively related to adjustment problems. Amongst other labeling variables, perception of friends' attitudes was found to be most strongly related to adjustment. Investigation of the relationships between adjustment problems and coping strategies revealed that while agression, self-blame, self-isolation and risk taking strategies were positively related to adjustment problems, seeking social support strategy and adjustment problems were positively related. Hierarchical regression analysis revealed two consistent variables that predicted adjustment: perception of friends' attitudes and self-blame coping strategy. Negative perception of friends's attitudes and usage of self-blame coping strategy predicted greater adjustment problems. The findings are discussed in light of the literature.