An analysis of the relation between gifted students' perceptions of social-emotional skills and peer relationships

This study aims to explore the relationship between gifted individuals' perceptions of social-emotional skills and peer relationships in regard to various variables. Correlational survey model was employed and 216 gifted secondary school students studying at the Science and Art Centers in the 2019-2020 academic year participated in the study. The perception of social-emotional skills scale, peer relationship scale and demographic information form were utilized to as data collection tools. In the data analysis, correlation analysis was employed to explore the relationship between the participants' perceptions of social-emotional skills and peer relations; t-test was employed in the analysis of two-category variables, and ANOVA was implemented for three or more variables. The results revealed a significant and positive relationship between gifted individuals' perceptions of social-emotional skills and peer relationships and the sub-dimensions of the peer relations, conflict, help, protection and total scores of peer relations.