A Cross-Cultural Examination of the Social Experiences of Gifted Students in Ireland and Turkey

This study explored the social experiences of gifted students in Ireland and Turkey using the Social Experience of Gifted Students Scale-Revised (SEGSS-R). The scale, initially validated with Irish gifted students, was further adapted and validated for the Turkish population. Comparative analysis between Irish (N=447) and Turkish (N = 466) students revealed distinct social dynamics. Irish students reported more frequent experiences of parental, teacher, and peer expectations for achievement, peer rejection, hiding, being more serious, and helping, while Turkish students more frequently experienced pressure to always be right. Findings highlight the importance of understanding students’ cultural and learning environments.