Myth 17: Gifted and Talented Individuals Do Not Have Unique Social and Emotional Needs

Peterson, Jean Sunde

doi:10.1177/0016986209346946

Cited by 120 publications

(141 citation statements)

References 6 publications

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“…Given the various social risks for high-achieving students and in particular that they might be stereotyped or labelled as nerds, geeks, etc. (e.g., Händel et al, 2013;Person, 2010: Peterson, 2009) one might wonder if they perceive a student of similar achievement with skepticism or if this student is rather seen as a potential model that confirms the adequacy of their own achievement behavior (Lee, 2002;Shin et al, 2016;Stopper, 2000). In response to this question, as a first result we can report: High achieving students in all countries participating in the study ascribe positive attributes to a new high-achieving student such as high intellectual abilities and social qualities.…”

Section: Discussionmentioning

confidence: 97%

“…There is ample evidence in the literature that gifted and high-achieving students are at a higher risk of facing various social problems like social isolation, social rejection, being stereotyped or negatively labelled, for example, as a nerd or a geek (e.g., Fiedler, Lange, & Winebrenner, 1993;Händel, Duan, Sutherland, & Ziegler, 2014;Peterson, 2009;Piechowski, 1997). Person (2010) showed with both quantitative and qualitative data that for many high ability students schools are -hostile environments‖.…”

Section: Introductionmentioning

confidence: 99%

“…They serve various functions in the development of the gifted, in particular regarding competition, support, motivation, and role modeling (Lee, 2002).Given the fact that peer models can be extremely important at all stages of academia to high ability students and as choosing the wrong role models can be a contributing factor to underachievement (Baker; Bridger, & Evans, 1998/2011Händel, Vialle, & Ziegler, 2013;Shin, Levy, & London, 2016;Stopper, 2000) this raises the question of how high achieving students perceive other high-achieving students. Indeed, it can be argued that high-achieving students benefit most from classroom interactions with students of similar achievement levels (Fiedler, et al, 1993;Peterson, 2009). However, various factors might moderate the willingness of high-achieving students to adopt other highachieving students as role models.…”

Section: Introductionmentioning

confidence: 99%

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Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Martín

Blumen

et al. 2016

AN PSICOL-SPAIN

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Título: Orientaciones motivacionales de los estudiantes de alto rendimiento como mediadoras de una percepción positiva por parte de sus compañeros: resultados de un estudio transnacional. Resumen: El propósito de este estudio es explorar si las motivaciones de alto logro influencian las percepciones de los alumnos sobre un futuro compañero de clase ficticio que se caracteriza por tener un alto rendimiento; y si es así de qué modo ocurre. La muestra final consistió en 396 alumnos de alto rendimiento que fueron seleccionados de un total de 1794 alumnos de séptimo y decimo grado de cinco países: Australia, Perú, Corea del sur, España y Vietnam. Se llevaron a cabo una serie de modelos de regresión por pasos sucesivos para probar la hipótesis de que las percepciones positivas sobre un compañero de alto rendimiento podrían estar mediadas por el enfoque motivacional, pero no por la orientación a la evitación del trabajo. La hipótesis fue confirmada en su generalidad. Las metas orientadas al manejo del aprendizaje y las orientadas al alto rendimiento predijeron percepciones positivas de la habilidad intelectual, cualidades sociales y popularidad entre los compañeros del alumno de alto rendimiento, mientras que las metas de evitación del trabajo no obtuvieron correlaciones significativas. Sin embargo, se dieron algunas excepciones esporádicas entre los participantes de Vietnam, Corea del sur y Perú. Palabras clave: Orientación motivacional, alto rendimiento, diferencias entre países. Abstract:The purpose of this study was to explore whether and in what ways high-achieving school students' motivational orientations influence their perceptions of a fictitious future high-achieving classmate. The final sample consisted of the 396 highest achieving students out of a sample from 1794 seventh and tenth graders from five countries: Australia, Peru, South Korea, Spain, and Vietnam. A series of stepwise regression models were used to test the hypothesis that positive perceptions of a highachieving classmate might be mediated by an approach motivation, but not by an avoidance motivational orientation. The hypothesis was generally confirmed. Learning goal orientation and performance approach motivation predicted positive perceptions of a high-achieving classmate's intellectual ability, social qualities and popularity among peers, whereas a performance avoidance orientation was usually uncorrelated. However, sporadic exceptions have been found among the participants from Vietnam, South Korea, and Peru.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Martín

Blumen

et al. 2016

AN PSICOL-SPAIN

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“…There is ongoing debate within the field of gifted education as to whether gifted students are socially and emotionally more robust than their age peers, or whether giftedness bestows an underlying vulnerability that places gifted students at risk of emotional disturbance and social trauma (Neihart, 1999;Neville, Piechowski & Tolan, 2013;Peterson, 2009;Porter, 2005). According to Dabrowski (1938, cited by Silverman, 1993& Daniels & Piechowski, 2009) some gifted and talented students experience their world through increased sensitivities and intensities that may put their social and emotional adjustment at risk, and which may impact negatively on their academic achievement.…”

Section: Apst Descriptormentioning

confidence: 99%

The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning.

Henderson

Jarvis

2016

AJTE

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“…Üstün yetenekli olmak her zaman için stres yaşamayı gerektirmese de, üstün özellikler taşımak çeşitli durumlarda strese yol açabilir. Bunların farkında olmak, sorunları önceden görüp üstün yetenekli çocukların desteklenmesini sağlayacaktır (Delisle ve Lewis, 2003;Peterson, 2009). Üstün yetenekli çocukların stres yaşama sebeplerinden biri duyarlılıkları, diğeri ise mükemmel olmaya çalışmalarıdır.…”

Section: Stresunclassified

Social-emotional problems observed in gifted children

Saranlı¹,

Metin²

2012

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. The goal of this paper is to increase awareness related to social-emotional problems experienced by gifted children lacking support systems suited to their needs and to describe solutions to minimize associated risks. The concept of "gifted" is defined and reasons for differences in social-emotional needs of gifted children together with how asynchronous development can be an important factor effecting their social-emotional states are explained. Different problems in this context are then considered, including loneliness, perfectionism, stress, depression and suicide. Finally, discussion and suggestions on social-emotional situations that need further research to ensure that gifted children can become emotionally healthy adults are presented. Keywords 140 SUMMARY Purpose and significance:The main purpose of this paper is raising consciousness about social-emotional problems of gifted children by identifying and clarifying common misconceptions related to these problems. Existing studies emphasize a number of different aspects of social-emotional problems experienced by gifted children, with results seemingly affected by their degree of giftedness. This naturally leads to the conclusion that when the gap between the gifted child and his/her typically developing peers, is very large and common interests are sparse, additional measures must be taken in order to protect the psychological well-being of the gifted child.

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Myth 17: Gifted and Talented Individuals Do Not Have Unique Social and Emotional Needs

Cited by 120 publications

References 6 publications

Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

Motivational Orientations of High-Achieving Students as Mediators of a Positive Perception of a High-Achieving Classmate: Results from a Cross-national Study

The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning.

Social-emotional problems observed in gifted children

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