The 6th -8th gifted students?s emphatic tendency, life satisfaction and family life according to their sociometric status in two different academic enviroment

In this study, it was aimed to investigate the emphatic tendencies, life satisfaction and family experiences of the gifted students who were at the 6th, 7th and 8th classes according to the sociometric status in two different academic environments. In this study relational scanning model with descriptive method was used.The samples of this research consist of 21 gifted students who were studying at the 6th,7th,8th classes in the primary schools in Uşak in the 2010-2011 educational year. These students were, at the same time, attending to Uşak science and art center. In this study, to get the datas , Sociometric test, KA-Sİ emphatic tendency scale for children and adolescents, family environment scale, brief multidimensional students' life satisfaction scale and personal information form prepared by researcher were used.Kappa Analysis and Mc Nemar Test were used to examine students? sociometric status consistency in two different academic enviromets. Mann Whitny U test was also prefered to measure whether students? s emphatic tendency, their life satisfacitons and family experiences were changed according to sociometric status or not.As a result of analysis the findings are in two following way; a) The sociometric status of gifted students in two different academic environments don?t show statistically a meaningful difference. b) Emphatic tendencies of gifted students don?t change according to the sociometric status in two different academic environments, but the accepted gifted students? cognitive emphaty levels are higher c) the life satisfactions of gifted students who are at the 6th,7th,8th grades don?t change according to the sociometric status in two different academic environments. d) family environments of gifted students who are at the 6th,7th,8th grades don?t change according to the sociometric status in two different academic environments.Consequently, the sociometric status of gifted students in two different environments are coherent. The investigation the other personal and social factors related to the sociometric status of these students are very important for the psychological counseling and guidance service given to the gifted students.