Perceived Social Support and the Self-Concepts of Gifted Adolescents

Abstract

As such, these special individuals may require greater levels, or different types, of guidance and assistance in order to fulfill their academic and vocational potential. Utilizing social support systems may help gifted adolescents cope with the diverse demands they face. Social support refers to general support and/or specific supportive behaviors from others that enhance an individual's functioning and/or buffer him or her from adverse circumstances (Malecki & Demaray, 2003). Social support systems may include people such as friends, family, and peers, as well as individuals in specific institutions (e.g., schools, athletic organizations).The limited research on social support and the gifted indicates a potential connection between systems of social support and levels of adolescents' self-concepts (VanTassel-Baska & Olszewski-Kubilius, 1994), which may play a role in the academic and socioemotional development of gifted individuals. However, a review of the literature revealed the subject of social support systems and their relationships with self-concept has received little attention. Although numerous studies have investigated proposed structures of social support (e.g.

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

“…These findings are slightly dissimilar to Rinn et al's (2011) research which utilised the CASSS to explore the relationship between gifted adolescents' perceived social support and various sources. Firstly, in contrast to the current study, Rinn et al explored adolescents, secondly, they included friends and classmates; although, with the exception of some, predominantly female, adolescents who tended to rate friends as a wealth of support, the majority of children rated either high support from parents or parents and teachers.…”

“…However, there is a discrepancy as to whether or not gender plays a role in the outcomes of other studies in which the CASSS has been utilised with gifted children to determine their perceived social support. For example, research undertaken by Rinn, Reynolds, and McQueen (2011), of 217 gifted Grade 5 to 10 students attending summer camps, yielded no age or gender differences. In contrast, research undertaken by Rueger, Malecki, and Demaray (2008) of 246 students, with a mean age of 12.42, did indicate age and gender difference.…”

“…This would be particularly interesting considering the difficulties reported in getting along with peers. However, this research would need to clearly differentiate between "friends" and "classmates", as classmates have been shown to provide limited support to gifted children (Rinn et al, 2011). …”

Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self‐determination theory perspective

“…Reviewing research findings, Rinn, Reynolds and McQueen (2011) indicated that the support gifted adolescents receive from their family, friends and teachers has many benefits such as promoting a positive self-concept. In addition, support received from parents and teachers improves aca-demic self-domains, whereas support received from colleagues promotes social domains.…”

Αίσθηση Του Χιούμορ Και Χαρισματικά Παιδιά: Όταν Ο Έξυπνος Περνιέται Για «εξυπνάκιας»

“…Ως συστήματα κοινωνικής υποστήριξης θεωρούνται οι φίλοι, η οικογένεια, οι συνομήλικοι, καθώς και άτομα σε συγκεκριμένα ιδρύματα ή θεσμούς π.χ. σχολεία, αθλητικούς οργανισμούς (Rinn, Reynolds & McQueen, 2011). Αυτού του είδους τα δίκτυα λειτουργούν ως προστατευτικά περιβάλλοντα τα οποία ανταποκρίνονται στο μοναδικά χαρακτηριστικά του παιδιού και το βοηθούν να εκφράσει την κριτική και δημιουργική του σκέψη (Sternberg, 1990).…”