Intellectual giftedness is commonly associated with a high level of intellectual functioning, an identification process whereby individuals are labeled as gifted, and adjustments in schools such as grade skipping. During adolescence, all these factors are prone to reduce peer connectedness and school life satisfaction. The aim of the present study was to disentangle the effects of these factors in a sample of 492 sixth and 10th graders. We identified three subsamples based on different characteristics associated with giftedness: students previously identified as gifted (n = 66), students who scored in the top 10% on a general intelligence test (n = 49), and students who had skipped a grade (n = 57). Comparative analysis showed that none of these subsamples differed from their respective control groups on school life satisfaction. Students labeled as gifted reported a lower level of peer connectedness, and the latter's contribution to school life satisfaction was significantly stronger within this subsample. These results underscore the importance of social integration for adolescents identified as intellectually gifted and exclude grade skipping as a risk factor. Moreover, high intellectual level does not seem to impact either school life satisfaction or peer connectedness.

中文翻译：

---

法国智力天才青少年的学校生活满意度和同伴联系：是否存在标签效应？

智力天赋通常与高水平的智力功能、个人被标记为天才的识别过程以及学校的调整（如跳级）相关联。在青春期，所有这些因素都容易降低同伴联系和学校生活满意度。本研究的目的是在 492 名六年级和十年级学生的样本中解开这些因素的影响。我们根据与天才相关的不同特征确定了三个子样本：之前被认定为天才的学生（n  = 66）、在一般智力测试中得分前 10% 的学生（n  = 49）和跳级的学生（n = 57)。比较分析表明，这些子样本中没有一个与各自的对照组在学校生活满意度方面存在差异。被标记为有天赋的学生报告的同伴联系水平较低，而后者对学校生活满意度的贡献在这个子样本中明显更强。这些结果强调了社会融合对于被认为具有智力天赋的青少年的重要性，并将跳级排除在风险因素之外。此外，高智力水平似乎不会影响学校生活满意度或同伴联系。