Abstract:

Whether there is a significant difference between children who are gifted and who are typically developing is studied in the present study in terms of social behaviors (social competence and antisocial behaviors). Besides, the gender and grade (in what grade is the child) variables are also considered regarding their effects on gifted and typically developing children’s social competence and antisocial behaviors. Relational model of general survey model is used in the present study. 120 primary school students studying in the first grade in the city center of Ankara formed the study group (60 gifted and 60 typically developing children). School Social Behavior Scale and Personal Information Form were used as data collection tools. As a result of the study, it is found that there was a meaningful difference between the children who are gifted and the ones who were developing typically in terms of social competence. However, there was no significant difference in terms of antisocial behavior. It is found that gender had no significant effect on social behavior for both groups. Considering the effect of the grade level, a significant difference was found in terms of gifted and typically developing children’s total social competence score and subscale scores. While there was no significant difference in gifted children’s total antisocial behavior scores and subscale scores (Antisocial / Aggressive Behavior and arrogant / defeatists behaviors scores), there was a meaningful difference in hostile / angry behavior subscale among second-fourth graders. There was no meaningful difference between typically developing children’s total scores of antisocial behaviors and their subscale scores in terms of grade levels. 

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