Gifts and talents as sources of envy in high school settings

  • Massé L
  • Gagné F
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Examined peer envy of students' gifts and talents as experienced by 689 French Canadian high school students. The 7th-11th grade students completed 2 questionnaires addressing both the envy they felt and the envy expressed toward them. The students were drawn from 3 programs in 3 schools: regular curriculum, academic enrichment, and musical talent development. Other student variables were age, gender, and academic achievement. The results focus on 2 themes: (1) the relative intensity and frequency of envy toward gifts and talents as compared to other potential objects of envy, and (2) the influence of various student characteristics or school/program on the students' answers. The results show a large discrepancy between the envious and envied perspectives. In the envious perspective, students did manifest more envy toward their peers' social and financial successes than toward their academic achievements or intelligence. On the other hand, when invited to identify objects for which they were envied, academic talent became the object most frequently reported. Implications for social difficulties of gifted students are discussed. (PsycINFO Database Record (c) 2003 APA, all rights reserved)

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