Investigating The Personality Traits of Gifted Adolescents

Abstract

Gifted issues are among cases that throughout history have been considered by different scholars. The statistical population of this study includes all adolescents of gifted girls of 14 to 18 year’s old who study in gifted schools in the academic year 2016-2017 in Tehran. According to the type of research and the statistical population, a convenience targeted sampling method was used for this research. The sample consisted of 120 people. In this research, for the evaluation of personality traits, the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI –ARF) which has been validated and standardized by Kamkari and Shokrzadeh was used. In order to analyze the data, one-sample t-test was used with SPSS software. The results showed that according to the results and with emphasis on the amount of t obtained, there was a significant difference at the level of α = 0.01 between the theoretical mean with the empirical mean in scales; thought deficit and behavioral deficit, "clinical" scales, "Physical / cognitive and internalization" scales, with the exception of illness scales, gastrointestinal complaints, headache complaints, helplessness, disappointment and body image disturbance, "extraversion, interpersonal and interests" scales, and the scale of irresponsibility of gifted adolescents.

Examining Personality Differences between Scientifically Gifted and Nongifted Students: Indications for Gifted Education and Teacher Trainings

“…It consists of the factors Neuroticism (emotional stability), Extraversion (sociability, activity), Openness (range of interests, imaginative), Agreeableness (altruistic behavior), as well as Conscientiousness (self-organization skills, sense of responsibility), which individually vary along a continuum (Digman, 1990;Goldberg, 1981;McCrae & Costa, 2008; see Figure 2). Several personality studies have shown a correlation between giftedness and these factors (Ackerman & Heggestad, 1997;DeYoung, 2011;Mammadov et al, 2018;McCrae et al, 2002;Poropat, 2009), commonly finding that compared to nongifted students, gifted students score both significantly lower for Neuroticism and higher for Openness (Dimitrijević, 2012;Freund-Braier, 2009;Hampson, 2006;Kalashi et al, 2018;Limont et al, 2014;Wirthwein et al, 2019;Zeidner & Shani-Zinovich, 2011). No significant differences in gifted and nongifted students' scores for Extraversion, Agreeableness, and Conscientiousness have been found.…”

The Big-Five-Personality and Academic Self-Concept in Gifted and Non-Gifted Students: A Systematic Review of Literature

“…Nearly all studies concluded that gifted students score significantly lower on neuroticism scales, which was commonly measured using subscales such as text anxiety, insecurities caused by performance requirements, and cognitive vulnerability (Dimitrijević, 2012;Freund-Braier, 2000;Hampson, 2006;Kalashi, 2018;Limont et al, 2014;Zeidner & Shani-Zinovich, 2011; see Table 2). Hampson (2006) found that gifted students in promotion programs display more fear than gifted students in regular classes.…”

Validación de una escala de conocimiento sobre estudiantes con aptitudes sobresalientes de nivel medio superior

“…En México concurre una problemática conforme a la detección e intervención de los estudiantes con AS (Valdés et al, 2013) a pesar de existir un consenso referente a la potencialidad y provecho de brindar procesos de calidad a estos individuos, en temas de desarrollo en todas las áreas de un país (Eilan y Vidergor, 2011;Feldman, 2015;Kalashi et al, 2018;Robles y Cervantes, 2020;Seaton et al, 2015), ciertamente no ocurre por dos factores: la existencia de mitos que promulgan que no es necesario atender a este tipo de educandos por su sobredotación, y el desconocimiento sobre sus características por parte de los agentes educativos (Brito, 2016;Olszewski et al, 2015;Pérez et al, 2017;Peterson, 2009;Tourón, 2000).…”

“…Relacionado con esto, existe un debate dada la disparidad de características presentes en este tipo de estudiantado, pues, por un lado, hay quienes afirman que un gran número de personas con AS muestran una tendencia a poseer bajas calificaciones escolares (Acle y Ordaz, 2010) y existen otras opiniones que aclaran lo contrario (López, 2003;Ordaz y Acle, 2012); en lo relativo a los rasgos mentales, Kalashi et al (2018) exponen que poseen proporciones menores en cuanto a capacidad psíquica de tolerar situaciones problemáticas; en cambio, Özbey et al (2018) y Chen et al (2017) aluden a que disponen de habilidades óptimas en cuanto a resiliencia e inteligencia emocional. Dadas estas características, el apoyo y atención para dicho estudiantado resulta un factor importante.…”