An Investigation of the Relationship between Social Behavior Characteristics and Self-Perceptions of Gifted Children in Primary School

Abstract

The aim of the present study is to determine the relationship between selfperceptions and social behaviors of gifted primary school children. The target population of the study consists of 874 third and fourth grade students who are from a district on the European side of Istanbul. These students are labeled as gifted according to the Primary Mental Abilities Test (7-11). 368 students (211 girls and 157 boys) participated in the research conducted in 16 primary schools. The Piers-Harris Children's Self-Concept Scale was used in the study to determine the self-perception levels while the School Social Behavior Scales (SSBS) was used to assess the social behaviors of the gifted children. According to the findings of the study, it was found that the self-perceptions of gifted children predicted the social competence and antisocial behaviors (p <.01). It was seen that as the children's self-perception levels increased, their social competence increased (r = .186) and antisocial behaviors decreased (r = .160).

Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications

“…Traditional psychotherapeutic interventions such as cognitive-behavioral therapy or solution-focused brief therapy could be delivered in private practice and community mental health services including individual or group sessions, helping gifted youth overcome the difficulties associated with their giftedness. Given that gifted individuals often tend to hide serious socio-emotional issues, psychologists and therapists need to carefully go beyond what parents or teachers note as unique concerns and needs (Aslan, 2018). Moreover, gifted youth can also be supported using informal counseling formats such as books and movies focusing on gifted individuals to inspire them to be more passionate and work harder at developing their talents.…”

Effects of a social-emotional learning-based program on self-esteem and self-perception of gifted kindergarten students: A pilot study

“…Indeed, during early childhood, positive self-esteem and selfperception are important determinants of personal creativity and productivity (Park & Park, 2015) and contribute to psychosocial functioning and adaptive prosocial behavior (Mann, Hosman, Schaalma & de Vries, 2004). Furthermore, positive self-perception has been linked to greater academic attainment and persistence (Marsh & Craven, 2006) and improved school engagement (Cava & Musitu, 2000), as well as to the ability of students to make positive adjustments to their behavior (Arslan & Yukay-Yuksel, 2018). Conversely, low self-esteem and negative self-perception are factors that increase mental health problems and risky behaviors, and are generally linked to underachievement among gifted students (Supple, Su, Plunket, Peterson & Bush, 2013).…”

The Effect of the Community of Inquiry (CoI) Learning Model and Learning Style towards Social Skills

“…Social skills are very important learning goals to be achieved by every student. Social skills are one the ability to create harmonious social relationships and satisfying the various parties, in the form of an adjustment to the social environment and solve social problems (Maryani, E, 2011;Yukay-Yuksel & Arslan, 2018) Learner success is not just a charismatic presenter but those that involve learners in tasks that cognitive and social conditions of the charge and teach them how to do the tasks productively (Joyce & Calhoun, 2009). Based on several studies and expert opinion on the above researchers tried to conduct research related to the influence of the learning model community of inquiry and learning styles of the students' social skills, because the knowledge of researchers has not much to research in this regard in higher.…”