Peer status is an important indicator and predictor of adjustment. While gifted children tend to enjoy favorable peer status, their social functioning during adolescence is less clear. The current study seeks to enhance this understanding by examining both preference- and reputation-based peer status of gifted adolescents. Peer nominations were used to assess the peer status, aggression, victimization, and prosocial leadership of 327 public school seventh graders (44% male; 42% White). School records provided giftedness information, course grade, and standardized test scores, and substance use was self-reported. Gifted students were viewed as less aggressive and more prosocial and had higher academic achievement than nonidentified students. Giftedness moderated the peer status–adjustment relationship. Rejection related to higher victimization and test scores, but these associations were most exaggerated for gifted students. Popularity positively related to aggression and substance use; however, the associations were greatly attenuated for gifted students. Findings underscore the heterogeneity of gifted adolescents’ social experiences.

中文翻译：

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从 A（侵略）到 V（受害）：青春期早期学术天才学生的同伴地位和调整

同伴状态是调整的重要指标和预测指标。虽然天才儿童往往享有良好的同龄人地位，但他们在青春期的社会功能却不太清楚。目前的研究试图通过检查天才青少年的基于偏好和声誉的同伴地位来增强这种理解。同伴提名被用来评估 327 名公立学校七年级学生（男性 44%；白人 42%）的同伴地位、攻击性、受害和亲社会领导力。学校记录提供了天赋信息、课程成绩和标准化考试成绩，物质使用情况是自我报告的。天才学生被认为不那么好斗，更亲社会，并且比非身份学生有更高的学业成绩。天赋调节了同伴地位-调整关系。拒绝与较高的受害和考试分数有关，但这些关联对于天才学生来说最为夸张。受欢迎程度与攻击性和物质使用呈正相关；然而，对于天才学生来说，这种联系大大减弱。调查结果强调了天才青少年社交经历的异质性。