This study examined social and personal concomitants of exceptional academic capability in the context of various educational settings. Students in Grades 5, 8, and 10 participated in the study. At each grade level, there were students in classes for the gifted (self-contained gifted), gifted students in regular classes (integrated gifted), and classmates of the integrated gifted (matched and random controls). Subjects completed self-report scales of social competence and feelings about school. Peer nominations for social competence were also obtained from children in the integrated classes. The integrated gifted children at all three grade levels had higher scores for academic self-concept than the other groups; there were no differences in social or physical selfconcept. In Grade 5 only, the integrated gifted were rated by their classmates as higher in social competence than were controls. Although there were no significant differences among groups in terms of attitude towards school, feelings toward school became less positive as age increased.

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