Exploring social and emotional aspects of giftedness in children

Lovecky, Deirdre V.

doi:10.1080/02783199209553451

Cited by 91 publications

(76 citation statements)

References 8 publications

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“…So, gifted students seem to have lower hopelessness level than the general population. Gifted children's initiative attitude towards the future (Lovecky, 1992) and their passion (Silverman, 1993) may affect their hopelessness negatively. Also, their inclination for pursuing a goal may increase their hope for the future.…”

Section: Resultsmentioning

confidence: 99%

“…According to Perry (2002), a child who learns quickly and can also learn from minimal experiences tends to rely easily upon his/her own experience and capacity to imagine a happy and safe future. Due to the fact that gifted children take more initiative about the future, outcomes of what they did could be greater (Lovecky, 1992). They consider possible, probable, and preferable futures (Passow, 1988).…”

Section: Introductionmentioning

confidence: 99%

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Hopelessness Level and Future Expectations of Gifted Students

Oğurlu¹

2016

TURJE

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Some characteristics of gifted students may affect their view of the future positively, but some of them may have a negative influence. Therefore, the aim of the present study is to explore future hope and expectations among gifted middle school students. A mixed method was used for this research. Beck Hopelessness Scale and Positive Future Expectations Scale were administered to 65 gifted (41 boys and 24 girls) middle school students. In order to collect the qualitative data, content analysis of these gifted students' writings about future expectation was used. Results showed that there was no hopelessness among gifted students and that they had high positive future expectations. Also, content analysis of their writings supported quantitative measurements in the study.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Hopelessness Level and Future Expectations of Gifted Students

Oğurlu¹

2016

TURJE

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“…The behaviours enacted to develop positive relationships with each group specifically attended to the unique needs that have been identified in the literature for each group of students (Baker, 2005;Cooper, 2006;Gresham & MacMillan, 1997;Lane et al, 2006;Lovecky, 1992;Mendaglio, 2003;Piechowski, 1999;Van Tassel-Baska, MacFarlane, & Feng, 2008). Addressing the unique needs of students revealed different types of students required somewhat different types of interactions with their teachers in order to form positive relationships.…”

Section: Students With Ebdmentioning

confidence: 99%

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Capern

Hammond

2014

AJTE

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“…Bez obzira na nedostatak ekvivalentnih kvantitativnih pokazatelja, uspešnim darovitim osobama često se pripisuje perfekcionizam (Lovecky, 1992;Parker & Adkins, 1995;Siegle & Schuler, 2000). Premda pojedini autori o ovom svojstvu govore u terminima sile koja može da parališe svaki napredak (Baker, Bridger & Evans, 1998;Baum, Renzulli, Hébert, 1995;Díaz, 1998;Ford, 1993), visoke aspiracije i strogi kriterijumi koji prate ovo svojstvo mogu biti korisni "saveznici" u ostvarivanju vrhunskih postignuća.…”

Section: Istraživanja Povezanosti Svojstava Ličnosti I Ostvarenja Darunclassified

Vanintelektualni Činioci Ostvarenja Darovitosti

Letić

Lungulov

2017

zop

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Apstrakt: Polazeći od savremenih koncepcija darovitosti koje naglašavaju značaj personalnih i sredinskih karakteristika za aktuelizaciju visokih sposobnosti, autorke rada, koristeći metodu teorijske analize, daju pregled istraživanja povezanosti svojstava ličnosti i sredinskih prilika sa ostvarenjem darovitosti. Učinjen je pokušaj da se upotpune saznanja o vanintelektualnoj sferi darovitih u nadi da će se tako dobiti obuhvatnija slika činilaca ostvarenja darovitosti od one kojom se danas raspolaže. Opšti nalaz svih pomenutih istraživanja sadržan je u konstataciji da sudbina izuzetnih potencijala umnogome zavisi od vanintelektualnih činilaca. Natprosečne sposobnosti su svakako važan elemenat darovitosti, jer omogućuju kvalitetnije bavljenje određenim aktivnostima, ali, same po sebi, one nisu dovoljne da bi se darovitost iskazala u izuzetnim postignućima. Premda osobe darovite u različitim domenima imaju mnoge zajedničke karakteristike, njihovi profili ličnosti, kao i sredinske prilike, pokazuju i određene specifičnosti, što upućuje na konstataciju da se fenomen darovitosti može precizno sagledati jedino ako se locira u okvire pojedinačnih domena. Stoga, autorke zaključuju da osim multidimenzionalnosti, kao krucijalnog modernog obeležja konstrukta darovitosti, referentni okvir istraživanja ovog problema mora biti definisan i u terminima konkretnog domena manifestovanja izvrsnosti.Ključne reči: darovitost, ostvarenje darovitosti, svojstva ličnosti, sredinske prilike.

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Exploring social and emotional aspects of giftedness in children

Cited by 91 publications

References 8 publications

Hopelessness Level and Future Expectations of Gifted Students

Hopelessness Level and Future Expectations of Gifted Students

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Vanintelektualni Činioci Ostvarenja Darovitosti

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