Do Gifted Students Really Prefer to Work Alone?

French, L; Walker, Cheryl L.; Shore, Bruce M.

doi:10.1080/02783193.2011.580497

Cited by 51 publications

(64 citation statements)

References 27 publications

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“…The gifted child could just prefer to associate with older children and adults. The notion of gifted children preferring to work alone has been investigated by French, Walker and Shore (2011). The researchers surveyed 247 gifted youth from ages 8 to 18 who were part of associations for the gifted.…”

Section: Alternative Explanationsmentioning

confidence: 99%

Parenting Styles and Adjustment in Gifted Children

Pilarinos

Solomon²

2016

Gifted Child Quarterly

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RésuméCette recherche porte sur la problématique du développement psychosocial des enfants doués. Bien qu'il existe des travaux qui indiquent que les enfants doués souffrent plus souvent de problèmes d'adaptation que les autres, comme l'isolement social, la dépression, l'anxiété et une faible estime de soi, la littérature de recherche considère peu l'environnement familial des enfants doués comme étant un facteur qui puisse contribuer au niveau d'adaptation de l'enfant.La présente recherche a eu donc pour objectif de déterminer si les styles parentaux, tels que définis par Baumrind, sont associés à l'adaptation des enfants doués. Les styles parentaux des Mots clés: adaptation, effets, concept de soi, enfant, douance, enfants doués, style parental iii AbstractThe present study examines the psychosocial development of gifted children. Although much evidence exists that gifted children experience problems of adjustment, such as social isolation, depression, anxiety, and low self-esteem, few studies have investigated the family environment of gifted children and its possible links to child psychosocial adjustment. The goal of this study, therefore, was to address these questions by examining the parenting styles, as defined by Baumrind, of parents of gifted children and their potential associations with the adjustment levels of their children. Parenting styles were measured using a self-report questionnaire. The level of adjustment for gifted children, aged 7 to 11 years old, was measured using behavioural and self-concept measures. Giftedness was determined using a standardized intelligence test. Forty-eight gifted children and 52 nongifted children participated in the study.Parents of gifted children reported using a predominantly authoritative parenting style. Mothers, however, reported significantly higher authoritative scores than fathers. Parents reported several gifted children to experience problems with peers, but their teachers did not report this nor did the children themselves. No associations were found between a particular parenting style and the reported presence of peer social problems in gifted children. Mothers' authoritarian parenting style was significantly associated with lower conduct problem levels, and higher intellectual selfconcept levels in gifted children. As for mothers' authoritative parenting style, a significant relationship was found with higher conduct problem levels in gifted children. Mothers' permissive parenting style was found to be associated with lower self-concept levels in gifted children. As for the fathers, authoritarian and permissive parenting styles were found to be linked to lower adjustment and self-concept levels in gifted children. Adjustment levels and parenting styles were also compared between gifted and nongifted children. For both groups of children, iv adjustment levels were in the normal range and the parents reported similar use of the three parenting styles. As for the relationships between parenting styles and adjustment in nongifted children, fathers' a...

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Section: Alternative Explanationsmentioning

confidence: 99%

Parenting Styles and Adjustment in Gifted Children

Pilarinos

Solomon²

2016

Gifted Child Quarterly

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“…Diezmann and Watters's (2001) study of patterns of problem solving in mathematics was qualitative, but combined discussion and observation in a structured format involving various degrees of challenge. Finally, French, Walker, and Shore (2011) noted that responses in a mixed-methods study varied according to question format. For example, preference for working alone was clear with Likert-type surveys, but not with an open-ended approach.…”

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confidence: 99%

Learning and Classroom Preferences of Gifted Eighth Graders

Samardzija

Peterson²

2015

Journal for the Education of the Gifted

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The purpose of this phenomenological qualitative study was to explore how academically gifted eighth graders experience learning, with special attention to learning and classroom preferences. Twenty-three students were interviewed individually. The central phenomenon was that their learning preferences were complex, nuanced, and idiosyncratic, and reflected sensitivities associated with giftedness. Fundamental to their learning experience was the classroom teacher's personality, competence, accessibility, and concern for students. Among contributions to the literature are perspectives that gifted youth at this age appreciate being able to hear varied perspectives in groups, their learning preferences are domain-specific, their sensitivities seem to affect classroom preferences and homework needs, they are concerned about public error, and they do not necessarily want teachers to know about their personal lives.Learning style is "the way an individual processes, interacts with, and retains new or difficult information" (Rayneri, Gerber, & Wiley, 2006, p. 105). Here, style refers to preferred learning mode, often organized by scholars and practitioners into three basic categories: auditory, visual, and kinesthetic. According to Lamarche-Bisson (2002), these differences affect "how we learn, how we solve problems, how we work, how we participate in different activities, how we react in a group, and how we relate to others

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“…Pensando en esta característica French, Walker, & Shore (2011) realizan su investigación, en la que hallan al igual que en el presente estudio, cómo los niños de alta capacidad disfrutan con el trabajo comunitario, aunque recalcan la necesidad por parte de los adultos de trabajar el clima del aula, para conseguir entornos no discriminatorios en los que las diferencias no supongan la necesidad de aislarse del grupo.…”

Section: Conclusionesunclassified

Perfil De La Motivación Hacia El Aprendizaje en Alumnado Con Alta Capacidad

Canto¹

2017

Revista INFAD de Psicología

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The aim of this study is to describe the profile of the motivation to learn in students of Elementary and Secondary Education diagnosed as gifted, and to compare it with the profile of students of normal capacity.Despite that gifted students are considered the most skilled for study and homework, they suffer a high rate of low achievement in school. To explore a possible intervention, motivational variables have been chosen to study, as they are widely related to school success in the literature, and have been shown subject to change with proper interventions.This has been studied in a sample of 36 students (18 diagnosed as gifted and 18 of normal capacity) both Elementary Education and Secondary Education, analyzing their motivation through motivational part of the Learning Strategies Questionnaire and Motivation (CEAM) Ayala, Martinez and Yuste (2004), the 60 items measure the Value of learning, Intrinsic Motivation, Teamwork value, External Motivation, the feeling of Self-efficacy and an Internal Attribution of success. The questionnaire was collectively applied to all students in the classroom, then they were selected those diagnosed as gifted, and 18 pairs of the same characteristics with normal capacity to form the comparison group.Results appear consistent with previous scientific research. Gifted students, as a group, gave greater value to learning and had greater feeling of self-efficacy in the school environment that students of normal capacity, there are no major differences between the two groups of students about other motivational determinants.Key words: Gifted, Talented, motivation, motivational profile, low achievement RESUMEN El objetivo del presente estudio es describir el perfil de la motivación hacia el aprendizaje en alumnado de Educación Primaria y Secundaria con diagnóstico de alta capacidad, y comparar el mismo con el perfil del alumnado de capacidad normal.

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Do Gifted Students Really Prefer to Work Alone?

Cited by 51 publications

References 27 publications

Parenting Styles and Adjustment in Gifted Children

Parenting Styles and Adjustment in Gifted Children

Learning and Classroom Preferences of Gifted Eighth Graders

Perfil De La Motivación Hacia El Aprendizaje en Alumnado Con Alta Capacidad

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