A Study on the Social Competence and Learning Experiences of Mathematically and Scientifically Gifted Students in Junior High School.

This study explores the social competence and learning experiences of 110 mathematically and scientifically gifted junior high students in southern Taiwan. Using surveys and mixed-method analysis, results show positive trends in self-control, interpersonal skills, and learning behaviors. Most students found gifted education beneficial, especially for flexibility and innovation, but less for emotional management. Independent research was the most helpful course, while expert lectures were less effective. Over 80% believed gifted classes improved their performance, yet only 60% wished to continue in high school. Students provided suggestions on curriculum, policies, and social-emotional aspects.