Within a theoretical framework of cognitive dissonance, this phenomenological study explored Australian intellectually gifted pre-adolescent/early adolescents' experiences of asynchrony. The study focuses on mothers and sons. Eleven boys aged 10 to 14 years, and nine of their mothers, participated in semi-structured interviews. Seven boys reported…

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different…

The author of EC 602 983 comments on his areas of research interest, speculates about the reasons why the social adjustment of kindergartners appears so different from that of older elementary school children, and examines the benefits of providing kindergarten experiences that maximize interactions among bright pupils. (JDD)