Hold Firm: Gifted Learners Value Standing One’s Ground in Disagreements With a Friend

Abstract

Seventy-four students in three different Grade 9 classrooms of high-performing learners from the same suburban, comprehensive secondary school, completed a questionnaire focused on their preferences for a friend to stand by his or her position in case of a disagreement, to maintain their own position themselves, and to modify their own stance. Each group reflected high performance in a different way: International Baccalaureate ( n = 27) requiring overall high grades, Enriched French ( n = 24) requiring second language proficiency, and Sports Excellence ( n = 23) based primarily on athletic ability. The International Baccalaureate students had the highest preference for standing one’s position, but were willing to ultimately modify their position. Sports Excellence students had the most friends, but the number of friends was not related to the preferences. Academically very able students seem to enjoy some disagreement with their friends.