with superior academic performance in Ibadan, Nigeria. The study adopted a descriptive survey research design of correlational type. Purposive sampling technique was adopted in selecting schools in Ido and Ibadan Southwest Local Government Areas of Ibadan, with a total number of 215 high-ability students. Instruments utilized were: English Language and Mathematics Screening Test, Slosson Intelligence Test Revised Third Edition for Children and Adults (SITR3), Socio-cognitive Well-being Scale (r = 0.84), Mentoring Relationship Scale (r = 0.91) and Ability Grouping Scale (r =0.78). Data were analysed, using Pearson Product Moment Correlation and Multiple Regression Analysis. Mentorship points to the high-ability students’ socio-cognitive well-being (r = 641), n = 215, p(.0001) <.05), ability group is also a pointer to socio-cognitive well-being among the students (r = .591, n = 215, p (.0001) <.05) while a joint contribution of mentorship and ability grouping to the socio-cognitive well-being of the students is also established (F( ) = 87.686, = 5, 42 .673, p<.05). Mentorship and ability grouping have been advocated for inclusion into the existing curriculums as all relevant stakeholders in the study have been recommended to.
G. A. Adelodun, Ph.D. Mentorship and Ability Grouping as Barometers of Socio-cognitive Well-being among High-ability Students in Ibadan, Nigeria. Journal of Arts and Social Sciences Education, 6 (1), 1-9.