Untitled

Rotigel, Jennifer V.

doi:10.1023/a:1023331422963

Cited by 31 publications

(16 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These characteristics can grouped into four dimensions: cognitive ability (high level of abstract thought, adaptation to novel situations, observation, curiosity, reasoning, memory, flexibility); learning (early and rapid learning, intense interest, broad knowledge, verbal fluency, and mathematics and reading skills, among others); motivation (intrinsic, task-involvement, interest, and enthusiasm); and personality traits (leadership, persistence, self-confidence, imagination, creativity, and perfectionism). It has been observed that several personality traits associated with giftedness permeate the intellectual, social, emotional, and educational spheres in these individuals (Rotigel, 2003), and that it is important to understand how the grouping of all traits can result in gains in their development (Plucker & Callahan, 2014;Russell, 2016).…”

mentioning

confidence: 99%

Scale for Identification of Characteristics of Giftedness: Internal structure analysis

Zaia

Nakano

Peixoto

2018

Estud. psicol. (Campinas)

View full text Add to dashboard Cite

Procedures used for identifying giftedness have been widely discussed in the literature. The present study aimed to investigate the evidence of validity based on the internal structure of a self-report scale to identify characteristics of giftedness. The sample consisted of 276 Elementary and Middle School students, aged between 9 and 12 years, and was 60.0% female. The instrument used was the first version of this scale, which was composed of 44 items related to the topic. Exploratory Factor Analysis was carried out, and the results revealed a two-factor solution, explaining 40.4% of the total variance. The first factor was denominated Socio-emotional Characteristics, and the second factor was denominated Cognitive Characteristics. The results corroborate the data in the scientific literature, which suggest that giftedness is a multidimensional construct that encompasses attributes that go beyond the intellectual scope.

show abstract

mentioning

confidence: 99%

Scale for Identification of Characteristics of Giftedness: Internal structure analysis

Zaia

Nakano

Peixoto

2018

Estud. psicol. (Campinas)

View full text Add to dashboard Cite

show abstract

“…The prevailing opinion is that all the experiences in a gifted child's life, not just the intellectual ones, are affected by the fact of his giftedness (Rotigel, 2003). Nevertheless, there is still a tendency to nurture the intellectual aspects while ignoring the social and emotional ones, leading to difficulties for the child in coping and socially bonding (Vidergor & Reiter, 2008).…”

Section: Emotional and Social Aspects Of Gifted Studentsmentioning

confidence: 99%

“…Nevertheless, there is still a tendency to nurture the intellectual aspects while ignoring the social and emotional ones, leading to difficulties for the child in coping and socially bonding (Vidergor & Reiter, 2008). Rotigel (2003) points out that "gifted development" is asynchronous: a child may have extraordinary intellectual abilities for his age, while his abilities in other areas meet the norms of his age giving rise to concern regarding the lack of compatibility in the social context. The social environment plays a significant role in the learning process, and there is a greater chance that gifted students will have more significant opportunities to learn if they share their learning environment with others of similar or higher abilities, engendering a positive atmosphere that increases enjoyment, support and acceptance, and ultimately achievement.…”

Section: Emotional and Social Aspects Of Gifted Studentsmentioning

confidence: 99%

“…Another reason may be that when teachers invest time and effort in their students and express their belief in them, students strive harder to please the teacher rather than allow their beloved teacher to be disappointed (Loughran & Berry, 2005). Rotigel (2003) also investigated the self-image and emotional and social aspects of gifted students and found that the student's academic self-image is linked to the way that he perceives his level of academic functioning and the way in which he imagines others in his learning environment regard his academic ability. Hence, a teacher who believes in his students' abilities, understands their unique talents, and makes a dedicated effort to adapt his teaching to their level, leads his students to have a healthy self-image thereby improving their academic performance.…”

Section: Student-teacher Relationshipmentioning

confidence: 99%

See 1 more Smart Citation

Identifying “Good” Teachers for Gifted Students

Khalil¹,

Accariya²

2016

View full text Add to dashboard Cite

The purpose of this study is to identify the unique features that gifted students perceive to be essential in their teachers. In this qualitative, one-year study, data and responses from 15 gifted students in a high school in an Arab village in northern Israel were gathered from interviews, students' personal diaries, and "letters of recommendation" that they were asked to write. The findings revealed that gifted students defined a good teacher through three major categories: 1) qualities in teachers; 2) excellent teaching; and 3) the unique qualities of the individual student-teacher relationship. Teachers of gifted students should ideally have unique personal, intellectual, and didactic characteristics and a unique attitude that empowers their students to realize their potential. Students place more importance on the inherent personality of the teacher than on acquired teaching skills. The findings point to a need for assessment of teachers for both personality and professional qualifications before they are assigned to the gifted classroom, and for special courses to train teachers of gifted students.

show abstract

“…Therefore, teachers with limited knowledge of overexcitabilities might assume that the disruptive behaviours displayed as disciplinary problems (Rotigel, 2003). Rotigel further described that the knowledge and understanding of the concept of overexcitabilities of gifted students should help the teachers to be more aware in fulfilling the students' social, emotional as well as their cognitive needs during the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

Dabrowski’s Overexcitabilities Profile among Gifted Students

Alias¹,

Rahman²,

Majid³

et al. 2013

ASS

View full text Add to dashboard Cite

This study was conducted to identify the overexcitabilities profile of gifted students. The Dabrowski's concept of overexcitabilities is the heightened intensity and sensitivity displayed in the gifted students' behaviours when responding to the stimuli in the environment. These characteristics give a negative impression that these students have behaviour or disciplinary problems. Dabrowski had identified five domains of overexcitabilities which are psychomotor, sensual, imagination, intellectual and emotional. The presence of overexcitabilities in gifted students is measured by using the Self-Assessment Overexcitabilities instrument. The findings showed that 88% of the gifted students have at least one high level of overexcitabilies. The findings also identified four profiles of gifted students' overexcitabilities which displayed very distinct level of intensities across the five domains. The profiles' characteristics are (i) Profile 1 -high imagination; (ii) Profile 2 -all domains are high; (iii) Profile 3 -high psychomotor, (iv) Profile 4 -all domains are low. It also showed that not all gifted students have high overexcitabilies as proven by Profile 4. It is concluded that, even though the gifted students have almost the same level of intelligence, but they have different characteristics of overexcitabilities.

show abstract

Untitled

Cited by 31 publications

References 2 publications

Scale for Identification of Characteristics of Giftedness: Internal structure analysis

Scale for Identification of Characteristics of Giftedness: Internal structure analysis

Identifying “Good” Teachers for Gifted Students

Dabrowski’s Overexcitabilities Profile among Gifted Students

Contact Info

Product

Resources

About