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Gifted Child Quarterly
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Competitive Goal Orientations, Quality, and Stability in Gifted and Other Adolescents' Friendships

A Test of Sullivan's Theory About the Harm Caused by Rivalry

Michelle Schapiro

McGill University

Barry H. Schneider

University of Ottawa

Bruce M. Shore

McGill University, bruce.m.shore{at}mcgill.ca

Judith A. Margison

McGill University

Stephen J. Udvari

University of Toronto

Competitive goal orientations were rated by self, peers, and teachers for 38 gifted- and 38 regular-program, same-sex, friendship dyads (19 female and 19 male) from grades 7 and 8 (N = 152). Gifted dyads were reassessed on friendship quality and stability at the end of the school year and after the summer. Gifted students were more task-oriented and comparison students more other-referenced. Task-orientation was related to fewer friendship conflicts, more friendly competition, and, for gifted students, greater friendship stability. Being other-referenced was related to negative friendship qualities and unstable friendships regardless of sex, grade, or program, and instability in gifted female students' friendships. Friends reporting positive friendship qualities at the end of the school year more likely remained friends over the summer. Comparison group friendships had more numerous positive qualities (companionship, help, security, closeness) than those of gifted adolescents. Competitive goal orientation rather than competition itself affects friendship success.

This version was published on April 1, 2009

Gifted Child Quarterly, Vol. 53, No. 2, 71-88 (2009)
DOI: 10.1177/0016986208330566
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