A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates

Abstract

. (2015) A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth grader's perceptions of academically high-performing classmates. High Ability Studies, 26(1), pp. 152-166. (doi:10.1080Studies, 26(1), pp. 152-166. (doi:10. /13598139.2015 This is the author's final accepted version.There may be differences between this version and the published version. Abstract Previous empirical studies have yielded inconclusive results about peer perceptions of academically high-performing students. The purpose of this study was to investigate students' perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high-performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high-performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea) where the students reported more neutral views of high-performers. In conclusion it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements.

Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

“…At first glance, it may seem paradoxical that gifted individuals who are rich in educational and learning capitals and have good opportunities to develop need in turn even more educational and learning capitals to cope with the consequences of this development. A popular example from the giftedness literature shows that this assumption is not a paradox at all: Teachers might feel threatened by their gifted students or peers may denounce their gifted peers as nerds, both of which are unpleasant experiences for many gifted students; they must then devise coping strategies and therefore require more resources (Oh et al, 2015). Thus, the focus on positive developments has to be done with an eye on the possible unwanted side effects of individual growth.…”

Challenges on the identification and development of giftedness in South America.

“…Taking into consideration the increasing governmental support given to high-achieving youth living in poverty, on-going cross-cultural studies were launched with the support of the University of Nuremberg and the International Research Association for Talent Development and Excellence (Oh et al, 2015). Because COAR schools are mainly residential, it is of utmost importance to assess the perception of teachers and peers toward gifted boys and girls.…”