The College Experience of Gifted Emerging Adults: Factors Associated to Social Adjustment to College

• Main Authors: Berthiaume, Kelly, Berthiaume, Kelly C
• Format: Others
• Published: Digital Commons @ East Tennessee State University 2018
• Subjects: attachment; emerging adult; gifted; Child Psychology; Social Psychology; Theory and Philosophy
• Online Access: https://dc.etsu.edu/secfr-conf/2018/schedule/12

The purpose of the present study was to investigate factors that contribute to the social adjustment to college for gifted emerging adults. Specifically, perceived parental attachment, and social competence were included. Additionally, social competence was examined to determine if it served as a mediator between parental attachment and social adjustment to college. Responses from 70 participants recruited from the Honors Program at Florida State University (FSU) were included in analysis of the data, which comprised of 19 males (27.1%) and 51 females (72.9%) with a mean age of 19.27 years (SD = 1.05). Results from bivariate correlations and multiple regression analyses revealed positive, significant correlations between parental attachment and social adjustment to college, parental attachment and social competence, and social competence and social adjustment to college. Analyses also found that social competence partially mediated the relationship between parental attachment and social adjustment to college. The majority of research regarding gifted individuals focuses on the experience and developmental domains within the K-12 setting. The findings of the present study add to the significant dearth of literature concerning the college experience of gifted individuals. Specifically, the results provide support that a secure parental attachment influences positive development of social competence and better social adjustment to college in gifted emerging adults. Furthermore, these findings are important factors for researchers, clinicians, and university officials to consider when assessing the needs of gifted and non-gifted emerging adults in a college setting, and when developing social support services and resources for students.