Mentorship and Ability Grouping as Barometers of Socio-cognitive Well-being among High-ability Students in Ibadan, Nigeria

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.