Özet:

Gifted individuals has an important role in the progress of societies, it would be beneficial to better identify these individuals and understand their needs and differences. For that reason, the peer relationships of gifted and non-gifted high school students were examined in this study. The study was carried out as survey model. The study group consisted of 156 students in total, including 60 students registered to Şahinbey Science and Art Center (BILSEM) in Gaziantep, and 96 students who were not identified as gifted. All were students in the same classes as those with talented, where secondary education was received. In the study, the “Personal Information Form” and “Peer Relationship Scale” that was developed by Atik, Çok, Çoban and Doğan (2014) were used as data collection tools. According to the results of the research, no significant difference was observed in terms of peer relationships between high school students, who were and were not identified as gifted. When peer relationships of male high school students who were and non-gifted are examined in terms of sub-dimensions, it is seen that there is a significant difference between the sub-dimensions of “companionship”, “protection” ”and “closeness” in favor of “gifted male students”. There is no significant difference in peer relationship mean scores of non-gifted female students. It can be said that there is greater differentiation in peer relationship sub-dimensions in terms of being identified as gifted in the students of 16-18 age group, compared to the 13-15 age group. The findings were discussed in the light of the relevant literature.

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