Psychosocial diversity among gifted adolescents:<i>An exploratory study of two groups</i>

Cross, Tracy L.; Coleman, Laurence J.; Stewart, Roger A.

doi:10.1080/02783199509553655

Cited by 38 publications

(32 citation statements)

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“…Não é surpresa, então, que muitos pesquisadores (Bain et al, 2006;Cross, Coleman, & Stewart, 1995;Galloway & Porath, 1997;Garland & Zigler, 1999;Norman, Ramsay, Roberts, & Martray, 2000;Swiatek, 1995) tentem compreender o ajustamento de crianças dotadas e talentosas pela medida de seu status sociométrico, habilidades de coping social, competência social e habilidades sociais. Pesquisas empíricas têm indicado que as crianças dotadas e talentosas constituem um grupo distinto quando se trata de competência social (Galloway & Porath, 1997;McCallister, Nash, & Meckstroth, 1996).…”

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Habilidades Sociais e Bem-Estar Subjetivo de Crianças Dotadas e Talentosas

França-Freitas

Prette

2017

Psico-USF

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ResumoO desenvolvimento socioemocional de crianças dotadas e talentosas ainda é objeto de controvérsias na literatura especializada. Este estudo visou avaliar a relação entre habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas e identificar o poder preditivo da primeira variável sobre a segunda. Participaram 269 crianças, de ambos os sexos, identificadas como dotadas e talentosas, de oito a 12 anos, que responderam a instrumentos padronizados de medida das habilidades sociais e de bem-estar subjetivo. Os resultados mostraram que um repertório elaborado de habilidades sociais está associado à percepção de maior bem-estar subjetivo, podendo inclusive predizê-lo, ou seja, aumentando a probabilidade de relato de afetos positivos, autoconfiança, autoestima e bom-humor, entre outros aspectos. Palavras-chave: habilidades sociais, bem-estar subjetivo, dotação, talento Social Skills and Subject Well-Being of Gifted and Talented Children Abstract The socioemotional development of gifted and talented children has been an object of controversy in literature. We aimed (1) to assess the relationship between social skills and subjective well-being in gifted and talented children as well as (2) to identify the predictive power of the first variable on the second. The participants were 269 children identified as gifted and talented with a mean age of 11 years (SD=0.91). They answered to standardized instruments of social skills and subjective well-being. One found that an elaborate repertoire of social skills is associated with the perception of greater subjective well-being and may also predict this second variable. Therefore an elaborate repertoire of social skills may increase the likelihood of self reported positive affect, self-confidence, self-esteem and good mood, among other aspects. Keywords: social skills, subject well-being, giftedness, talent Habilidades Sociales y el Bienestar Subjetivo de Niños Dotados y TalentososResumen El desarrollo socioemocional de los niños dotados y talentosos sigue siendo objeto de controversia en la literatura especializada. Este estudio tuvo como objetivo evaluar la relación entre las habilidades sociales y el bienestar subjetivo de esos niños e identificar el poder predictivo de la primera variable sobre la segunda. Participaron 269 niños de ambos sexos identificados como dotados y talentosos con edades entre 8 y 12 años (DT=0,91). Los niños respondieron instrumentos de medición estandarizados de habilidades sociales y de bienestar subjetivo. Los resultados indicaron que un elaborado repertorio de habilidades sociales se encuentran asociadas a la percepción de un mayor bienestar subjetivo, e incluso pueden predecirlo, o sea aumentando cada vez más la probabilidad de reportar las emociones afectivas, confianza en sí mismo, autoestima y buen humor, entre otros aspectos Palabras clave: habilidades sociales, bienestar subjetivo, dotación, talento Ao considerar os aspectos socioemocionais da vida dos indivíduos dotados e talentosos, uma análise da literatura da área ind...

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Habilidades Sociais e Bem-Estar Subjetivo de Crianças Dotadas e Talentosas

França-Freitas

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2017

Psico-USF

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“…Moreover, if students think of their high ability as a social handicap, they are apt to use strategies that mask their high ability and can even corn- Note: ACL=Adjective Checklist (Gough & Heilbrun, 1983). promise their academic achievement (Coleman & Cross, 1988;Coleman & Sanders, 1993;Cross et al, 1993;Cross, Coleman, & Stewart, 1995;Cross, Coleman, & Terhaar-Yonkers, 1991).…”

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confidence: 99%

“…Another group at risk socially and academically includes students whose need to achieve is weaker than their desire to be accepted by peers. These students would view their giftedness as a social handicap and would be prone to using strategies that mask their high ability and potentially lead to underachievement (Coleman & Cross, 1988;Coleman & Sanders, 1993;Cross et al, 1991;Cross et al, 1993Cross et al, , 1995.…”

Section: Discussionmentioning

confidence: 99%

“…However, needs for autonomy or negative social self-perceptions can lead to isolation and difficulty relating to others. Given the continued interest in the academic and social adjustment of academically talented adolescents (e.g., Brody & Benbow, 1986;Cross, Coleman, & Stewart, 1995;Manaster & Powell, 1983), the needs and self-perceptions of these students have received considerable attention.…”

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confidence: 99%

“…Academically talented students may consider their academic talent to be a social handicap and therefore use strategies to minimize or rather mask their difference (Coleman & Cross, 1988;Coleman & Sanders, 1993;Cross et al, 1993;Cross, Coleman, & Stewart, 1995;Cross, Coleman, & Terhaar-Yonkers, 1991). Academically talented students can hide their high academic ability from their peers by ignoring personal accomplishments, denying that tests are easy, failing to volunteer to answer teachers' questions, using less sophisticated vocabularies when interacting with less able peers, and purposely getting grades below their potential (Coleman & Cross, 1988;Cross et al, 1991).…”

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Self‐perceptions and needs as a function of type of academic ability and gender

Ablard

1997

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Clinical and Mental Health Issues in Counseling the Gifted Individual

Cross

2015

Journal of Counseling & Development

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Research over the past several decades has identified several unique characteristics and experiences of gifted individuals that have implications for counselors. This article describes internal and external factors that contribute to gifted individuals' nonnormal lived experience and that may require counselors' specific attention to work effectively with gifted clients on clinical and mental health issues. These factors are applied to 4 issues: unhealthy perfectionism, anxiety, depression, and suicidality.

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Psychosocial diversity among gifted adolescents:An exploratory study of two groups

Cited by 38 publications

References 9 publications

Habilidades Sociais e Bem-Estar Subjetivo de Crianças Dotadas e Talentosas

Habilidades Sociais e Bem-Estar Subjetivo de Crianças Dotadas e Talentosas

Self‐perceptions and needs as a function of type of academic ability and gender

Clinical and Mental Health Issues in Counseling the Gifted Individual

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