Gifted Children Grown Up

Freeman, Joan

doi:10.4324/9780203065587

Cited by 35 publications

(40 citation statements)

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“…Concretamente, podría decirse que en el proceso de alcanzar el éxito musical, las características personales o las habilidades musicales entre otras (Freeman, 1991), son importantes, pero la autoeficacia emerge como un factor relevante; constructo psicológico entendido como el elemento que media entre las habilidades objetivas de cada individuo, su ejecución y sus consecuencias. Es por ello evidente la importancia de las percepciones de autoeficacia en las enseñanzas musicales en las que el estudiante debe adquirir una serie de competencias complejas relacionadas con su aprendizaje autónomo y la interpretación en público (Zimmerman, 2002).…”

Section: Introductionunclassified

Autoeficacia Musical Y Ansiedad Escénica: Variables Relacionadas En Músicos En Formación

Oliveros

Alzugaray

Rubio

et al. 2017

ESJ

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The explanatory capacity of self-efficacy on achievement has made it one of the main psychological constructs on the field of educational research. Perceptions of self-efficacy become more relevant, if possible, in musical education whose purpose is professional practice and in the end public performance. Music performance anxiety, for its part, has been studied in numerous investigations, finding itself responsible for academic failure and even dropping out the musical career. Both constructs are related and influence the attainment of achievement. This study reveals the relationship between these two constructs, obtaining inversely proportional correlations between the factors musical self-efficacy for performing and vulnerability and stage anxiety cognitions of music performance anxiety; delving into the knowledge of both constructs are also observed differences according to sex. The results obtained provide the necessary evidence to deepen the knowledge of the variables that lead to musical achievement. Keywords:Music education, self-efficacy, music performance anxiety, musical success ResumenLa capacidad explicativa de la autoeficacia sobre el logro le ha permitido convertirse en uno de los constructos psicológicos principales en el campo de la investigación educativa. Las percepciones de autoeficacia se tornan más relevantes, si cabe, en las enseñanzas musicales cuyo fin es el ejercicio profesional y en definitiva la interpretación en público. Por su parte, la ansiedad escénica ha sido objeto de estudio en numerosas investigaciones, encontrándose como responsable del fracaso académico e incluso del abandono de la carrera musical. Ambos constructos están relacionados e

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Section: Introductionunclassified

Autoeficacia Musical Y Ansiedad Escénica: Variables Relacionadas En Músicos En Formación

Oliveros

Alzugaray

Rubio

et al. 2017

ESJ

View full text Add to dashboard Cite

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“…This atego o espo ds i la ge pa t to the thi d of F ee a s th ee ost i po ta t e i h e t goals (Freeman, 1998(Freeman, , 2001) referred to earlier, namely the stimulation of originality, initiative and, especially, self-direction. In this study it was also taken to include the pursuit of personal excellence, persistence, self-iti alit a d o fide e i o e s o judg e t. Utte a es falli g i to this category amounted to 7%, including the following representative examples:…”

Section: Self-regulationmentioning

confidence: 99%

“…F ee a , : . The three most important enrichment goals identified by Freeman (1998Freeman ( , 2001 in her international research syntheses are:…”

Section: Structure and Aims Of The Enrich Programme3mentioning

confidence: 99%

Embedded voices

Hymer

Watkins²,

Dawson³

et al. 2013

Gifted Education International

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(2015) Embedded voices: building a non-learning culture within a learning enrichment programme. Gifted Education International, 31 (1). pp. 5-24.Downloaded from: http://insight.cumbria.ac.uk/1733/ Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk. AbstractThe researchers examined transcripts of comments made and dialogues engaged in by children, teachers and student teaching assistants during a 10-week enrichment programme for gifted and talented children aged 7-9 years. Attempts were made to match these utterances with the p og a e s ai s a d aspi atio s as e p essed i a p o otio al do u e t. Little e ide e of at h was revealed, but considerable evidence did emerge of the extent to which dominant technicalrational discourses and practices permeate even privileged and non-state-sponsored educational e i o e ts, at the e pe se of hild e s lea i g. "uggestio s a e ade fo fo eg ou di g the processes of high quality pupil learning rather than the products of pupil performances in enrichment and extension programmes, and thereby for achieving greater congruence between this p og a e s a o ed ai s a d p a ti e.Bet ee the o eptio a d the eatio … falls the "hado . (TS Eliot -The Hollow Men)

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“…Consequently, over and above the level of ability, significant roles are played by personality, motivation, the family environment, o pportunity, and chance. Although there is a number of creativity research based upon children and adults who are not distinguished for clearly visible creative attainments, that research has led to a certain understanding of creativity as a psychological process and as observable conduct and activity results tested (Freeman, 1991;Gallagher, 1990;Milgram & Milgram, 1976;Simonton, 1994;Vaillant & Vaillant, 1990). This study aimed at highlighting possible individual differences within the creativity abilities growth of the intellectually gifted compared to the ordinary participants through a primary grade to a secondary school.…”

Section: Introductionmentioning

confidence: 99%