Children above 180 IQ Stanford-Binet: Origin and development.

Hollingworth, Leta S.

doi:10.1037/13574-000

Cited by 341 publications

(213 citation statements)

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“…This finding is consistent with previous studies on GTS socio-emotional issues by cause GTS to experience pressure in adapting to their environment or adjustments in social relationships (Clark, 1992;Silverman, 1994). This is because the higher the level of GTS' IQ (intellectual quotient), the higher the risk for social and emotional adjustment problems which is related to emotional intelligence (EQ) (Hollingworth, 1942;Jihad Turki & Lama Majed Al-Qaisy, 2012). Past researchers have emphasised the importance of emotional intelligence competency in developing gifted students (Schwean, Saklofske, Widdifield-Konkin, Parker & Kloosterman (2006).…”

Section: Discussionsupporting

confidence: 82%

Personal Identity and Socio-Emotional Issues Among Malaysian Gifted and Talented Students

Yusof¹,

Ishak²,

Zahidi³

et al. 2017

EJSBS

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Personal identity serves as a foundation of character building that becomes a symbol of personality for a person or a nation. This study aims to identify the level of personal identity and its relationship with socioemotional issues faced by gifted and talented students in Malaysia. One hundred and ninety four students from the secondary education program at PERMATApintar National Gifted Centre, Universiti Kebangsaan Malaysia were selected to respond to two research surveys, namely Students' Personal Identity Instrument with 72 items, comprising six Personal Identity components, and Students' Socio-emotional Issues Instrument with 60 items, comprising ten socio-emotional issues components. Students responded to the surveys using a 5 point Likert scale. Descriptive and inferential statistical analyses were used to determine the mean and correlation between variables (SPSS version 19.0). The results showed that gifted and talented students scored high on Personal identity (3.86, sd value of 6.41) and average on socio-emotional issues (2.71, sd: 7:39). Out of five components of self-identity, spiritual identity obtained the highest mean score (4.13), while leadership identity earned the lowest mean score (3.63). As for socio-emotional issues, social justice pressure obtained the highest score of 4.13 while family relationship pressure obtained the lowest score of 2.09. Pearson correlation analysis showed a significant negative correlation between personal identity and socio-emotional * Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 . issues among gifted and talented students. The results of this study emphasize the importance of a selfdevelopment program for gifted and talented students as well as the crucial role of guidance and counselling services for students.

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Section: Discussionsupporting

confidence: 82%

Personal Identity and Socio-Emotional Issues Among Malaysian Gifted and Talented Students

Yusof¹,

Ishak²,

Zahidi³

et al. 2017

EJSBS

View full text Add to dashboard Cite

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“…In addition, he reported that several children in the unpopular group had IQs higher than 148. Thus, it does appear likely that with extreme levels of ability, social and emotional problems can develop (Hollingworth, 1931(Hollingworth, , 1942.…”

Section: Indications Of Scholastic (Or Intellectual) Giftednessmentioning

confidence: 99%

“…Traditionally, researchers have defined giftedness as high general intelligence as measured by a high global IQ score (Hollingworth, 1942;Terman, 1925). Since then, arguments have been advanced for expanding and differentiating conceptions of giftedness.…”

Section: The Nature Of Giftednessmentioning

confidence: 99%

Exceptionally high intelligence and schooling.

Winner

1997

American Psychologist

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“…With regard to difficulties in socializing that some gifted students face, including Marcelo, the studies conducted by Hollingworth (1942), even though they took place quite some time ago, continue to be relevant in helping us to understand some of the difficulties gifted individuals have in adjusting. Hollingworth found that some students who had a very high Intelligence Quotient (IQ) of around 180 had significant difficulty in forming friendships with people of their own age since, in his view, the group of people of a similar age does not share the same interests, thus making interaction between peers difficult.…”

Section: Identification Of the Gifted Studentmentioning

confidence: 99%

Creativity and Education: Interactive Teaching Practices with a Gifted Student

Taucei¹,

Stoltz²,

Gabardo³

2015

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There is increasing recognition of the need to encourage students of diverse educational levels to develop independent and creative reasoning. Teachers are therefore fundamental mediators in the planning of teaching strategies intended to develop these competencies. Taking these assumptions as a reference, a study 1 was developed with the aim of investigating the interactive dynamics used in a Brazilian school to work with a high ability/gifted student, as well as to identify how this student's relations with other subjects at school (colleagues, teachers, deputy head teacher (pedagoga)) are established. The qualitative research method was used, collecting data based on semistructured interviews, focusing on a case study. The study involved one gifted student, his parents, six teachers and one deputy head teacher (pedagoga). The study showed that despite getting on well with his teachers, he has difficulty in making friends with students of his age. With regard to his involvement at school, he performs mental calculations easily and expresses himself mathematically in a creative manner, proposing differentiated ways of solving problems in the classroom. Nevertheless, the study confirmed that some teachers still have difficulty in working with gifted students. On the other hand, despite the difficulties, some teachers have made efforts to develop teaching practices based on social interaction, enabling the sharing of knowledge and skills among students, in addition to encouraging students to seek meaning in what they study. These practices are similar to the quest for meanings that Vygotsky

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Children above 180 IQ Stanford-Binet: Origin and development.

Cited by 341 publications

References 0 publications

Personal Identity and Socio-Emotional Issues Among Malaysian Gifted and Talented Students

Personal Identity and Socio-Emotional Issues Among Malaysian Gifted and Talented Students

Exceptionally high intelligence and schooling.

Creativity and Education: Interactive Teaching Practices with a Gifted Student

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