Relationship between resilience and social capital in gifted / talented children

Gifted children may be more fragile and incompatible with their peers because of their emotional intensity and hypersensitivity. In this group, social capital gained by family, friends and other social environment can contribute to the development of psychological soundness in children. The purpose of this research; The aim of this study is to examine the relationship between social capital and psychological robustness in gifted and special gifted secondary school students in comparison with normal students. The research was designed as a case control model. A total of 129 students were included in the study; 67 of them were included in the study as a group of special gifted - gifted students, and 62 non - gifted students of similar age and gender were identified as the control group. Social capital form and Psychological Robustness Scale were used in the study. The total score of the PSQ was found to be significantly higher in gifted children (4.2 ± 0.4) than those with normal intelligence (4.0 ± 0.6) (p = 0.050). While there was no significant difference between the mean confidence score (p = 0.380), the mean belonging score was higher in gifted students (p = 0.015). It was observed that there was a moderate, good and very good relationship (ranging between r = 0.49 and r = 0.78) between the PSS trust and belonging scores of the students (p <0.01). It is seen that there is a moderate correlation between trust and belonging among gifted students at moderate level (r = 0.55) and normal students at good level (r = 0.69). There was a good correlation (r = 0.65) between the PAD and trust in gifted students and moderate correlation (r = 0.49) in normal students. It was found that PSD was associated with a high level of royalty (r = 0.78) in gifted students and a lower level of relationship with normal students (r = 0.57). (P <0.01). There was no significant difference between total PSQ score and income (p = 0.232). While there was no significant difference between the mean confidence score (p = 0.380), a significant difference was found between the mean belonging level and income level. The mean score of those with low income (3.5 ± 0.8) and the mean score of those with good level (3.7 ± 0.8) were lower than those with moderate income (4.0 ± 0.7). (P = 0.028). PSI, trust and belonging scores increased significantly as education expenses increased (p = 0.050, p = 0.027 and p = 0.043, respectively). The level of psychological resilience, belonging does not differ according to gender, age and school types. The results show that social capital increases psychological resilience. The higher psychological strength of gifted children compared to normal students (other social capital instruments do not differ between groups) suggests that intelligence can be considered as a kind of capital.