Journal of Child and Family Studies

, Volume 27, Issue 9, pp 2833–2843 | Cite as

Bullying, Forgiveness and Submissive Behaviors in Gifted Students

  • Uzeyir OgurluEmail author
  • Hakan Sarıçam
Original Paper


The study aimed to add new evidence to the research base by comparing gender, bullying, victimization, submissive behavior, and forgiveness between gifted and non-gifted students. Data were obtained from 284 (142 gifted, 142 non-gifted) middle school students in Turkey. The Submissive Acts Scale, Peer Bullying Scale-Child Form, and Trait Forgiveness Scale were administered for data collection. For the data analysis, Pearson product-moment correlation analysis, MANOVA, and regression analysis were used. Research findings showed that there was a statistical difference between gifted and non-gifted student’s peer bullying, victimization, submissive behavior, and forgiveness levels. Gifted males had more peer bullying levels, but gifted females had more peer victim levels than gifted males. Bullying was negatively correlated with victimization, forgiveness, and submissive behaviors. However, submissive behaviors were positively related to the peer victim and forgiveness in gifted students. Victimization, submissive behaviors, and forgiveness were predictors of bullying in gifted students.


Bullying Victimization Forgiveness Submissive behaviors Gifted students 


Author Contributions

U.O. collaborated with the design and the data analyses, wrote the paper, and edited the final manuscript. H.S. designed and executed the study, collected data, and collaborated with the writing of the study.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all students and their parents included in the study.


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Authors and Affiliations

  1. 1.Graduate School of EducationHarvard UniversityBostonUSA
  2. 2.Faculty of EducationDumlupınar UniversityKutahyaTurkey

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