Although there is wide support for the academic benefits of pull-out programs aimed at high-ability students, it remains unclear how attending these programs is associated with social outcomes. This one-year, three-wave longitudinal study examined the perceived social relationships with teachers and peers of 245 high-ability students in both their pull-out programs and regular classes and included 429 regular students as a reference group. Results of latent growth curve analyses revealed that high-ability students perceived their relationships with regular peers and teachers as equally positive as regular students. Furthermore, high-ability students initially perceived their relationships in their regular class and pull-out program as equally positive, but as the school year progressed, perceived relationships with peers developed slightly more negatively in their regular class. Overall, the findings raise the question whether or not high-ability students actually have a commonly shared need for interaction with like-minded peers and specialized teachers in a special program to experience positive social relationships. Furthermore, the findings suggest that it is important to consider not only the academic benefits, but also the potential social effects in both the regular class and the pull-out program, when selecting students for pull-out programs.

尽管针对高能力学生的退出计划的学术利益得到广泛支持，但尚不清楚参加这些计划如何与社会成果相关联。这项为期一年的三波纵向研究调查了 245 名高能力学生在其退出课程和普通班级中与教师和同龄人的感知社会关系，并包括 429 名普通学生作为参照组。潜在成长曲线分析的结果显示，高能力学生认为他们与普通同龄人和老师的关系与普通学生一样积极。此外，高能力学生最初认为他们在常规班级和退出计划中的关系同样积极，但随着学年的进展，与同龄人的感知关系在他们的常规班级中发展得稍微消极一些。总的来说，研究结果提出了一个问题，即高能力学生是否真的有一个共同的需求，即在特殊项目中与志同道合的同龄人和专业教师互动，以体验积极的社会关系。此外，研究结果表明，在选择学生参加退出项目时，不仅要考虑学术利益，还要考虑普通班和退出项目的潜在社会影响。