Self-Concept, Self-Esteem, and Peer Relations Among Gifted Children Who Feel "Different"

Janos, Paul M.; Fung, Hellen; Robinson, Nancy M.

doi:10.1177/001698628502900207

Cited by 104 publications

(75 citation statements)

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“…Gifted students have reported that the visibility of their advanced intellectual ability in some social contexts can be problematic; some believe that when others recognize their giftedness, they are perceived as different and treated as such (Coleman & Cross, 1988;Cross et al, 1993;Janos, Fung, & Robinson, 1985;Manaster, Chan, Watt, & Wiehe, 1994;Manor-Bullock, Look, & Dixon, 1995;Robinson, 1990). Some gifted adolescents, not necessarily wanting to differ from their peers in intellectual ability or be treated differently because of it, employ a variety of social coping strategies that serve to manipulate the visibility of their giftedness so that they may avoid the "perceived negative social effects of recognized high ability" (Swiatek, 2002, p. 66).…”

Section: Curry School Of Education At the University Of Virginiamentioning

confidence: 99%

The Social Coping Questionnaire: An Examination of Its Structure with an American Sample of Gifted Adolescents

Rudasill

Foust

Callahan

2007

Journal for the Education of the Gifted

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Gifted students report that they are often perceived differently than nonidentified students (Cross, Coleman, & Stewart, 1993); thus, they employ social coping strategies to manipulate the visibility oftheirgiftedness. The Social Coping Questionnaire (SCQ; Swiatek, 1995) was designed to assess these strategies. This study's purpose was to examine the SCQ'sfactor structure with a sample of600younger (grades 5-7) and older (grades 8-11) gifted boys andgirls in the US. and determine the tenability of the factor structure acrossage and gender groups. Participantsscores were randomly assigned to either exploratoryfactor analysis (EFA) or confirmatoryfactor analysis (CFA). Findingsfrom EFA were tested with CFA. Together, these analyses revealed 6 factors. Factor loading patterns from multigroup analyses indicated differences between age andgender groups, and suggested thatfuture investigations ofgifted students'social coping strategies include careful examination ofthe data fOrfactor structure changes that are unique to the sample. Adolescence is a period of development marked by rapid cognitive advancement. It is this progression that allows individuals to understand their world and themselves in more complex and sophisticated ways (Keating, 2004). Inherent in this development is both a heightened sense of self-awareness and a better understanding ofwhat differentiates oneself from significant others. Advanced intellectual ability is one such differentiating factor. Gifted students have reported that the visibility oftheir advanced intellectual ability in some social contexts can be problematic; some

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Section: Curry School Of Education At the University Of Virginiamentioning

confidence: 99%

The Social Coping Questionnaire: An Examination of Its Structure with an American Sample of Gifted Adolescents

Rudasill

Foust

Callahan

2007

Journal for the Education of the Gifted

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“…Similarly, another study of 271 American elementary school gifted children (of similar age to the children in this study), undertaken by Janos et al (1985) found that 37% of gifted children conceptualised themselves as different from their peers, often due to feelings of superiority. This was also noted in an American study of 54 highly gifted children in Grades two to five undertaken by Gallagher (2015) in which three children, ranked within the lowest 10% of social acceptance by peers, felt superior to their peers and would reject their requests for help.…”

supporting

confidence: 63%

“…Numerous authors have reported studies suggesting that gifted children are at higher risk than their peers of developing social-emotional problems (Benbow & Stanley, 1996;Dauber & Benbow, 1990;Gross, 1993;Hollingworth, 1930;Janos, Fung & Robinson, 1985;Lubinski & Benbow, 2000;Peterson & Ray, 2006). From the earliest works of Hollingworth (1930), based on observations over an extended period, children under the age of 12 in particular with exceptionally high IQs were considered to have a unique set of social-emotional difficulties.…”

Section: Researching the Vulnerable Gifted Childmentioning

confidence: 99%

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

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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“…People use the word "gifted" without giving much thought as regards the potentially unfavorable repercussions its use may have on a child, e.g., difficulties such as lower adjustment in self-reports and peer-report measures (Cornell, 1989;Janos, Fung & Robinson, 1985). In Turkish, the word "gifted" is quite value-laden and creates a hierarchy among children.…”

mentioning

confidence: 99%

World Council for Gifted and Talented Children

Klassen¹

2009

Encyclopedia of Giftedness, Creativity, and Talent

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This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98 th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed.Keywords: Giftedness, Social Fit, Human Resource Management, Mismanagement, Intellectual Capital.Introduction Research (e.g., Schlosser, 2001; Yewchuk, Äystö & Schlosser, 2001) and literature more or less anecdotal in nature (e.g., Lewis, 1997) focuses increasing amounts of time and effort explaining success or the lack thereof, not only in the field of high ability studies but perhaps even more so in general management and human resource studies. Prompting such research is, of course, a desire to find factors, which, a) could more or less predict success or expertise, and b) are assumed to facilitate or even cause it (van der Heijden, 2000).However, while the somewhat nebulous meaning of "success" is not necessarily tied to giftedness, it is more often associated with marketability (Adler, 1985; Hamlen, 1991). As such it is not unusual to argue that developing gifted education and special provision for the gifted and talented population is important for success or alternatively continued societal welfare and development (e.g., Wilms, 1986).Singapore researchers Teo and Quah (1999) make the following observation:The Gifted Education Program (GEP) in Singapore has been in existence … [since 1984] … for more than a decade. But few of its graduates have made exceptional contributions to self or the nation; a nation with hardly any natural resources and which relies a great deal on its human resources for surviving in a competitive world. (p. 24, with author's clarification in brackets)It would seem the equation between desired success and giftedness is not simple and straightforward, even ...

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Self-Concept, Self-Esteem, and Peer Relations Among Gifted Children Who Feel "Different"

Cited by 104 publications

References 20 publications

The Social Coping Questionnaire: An Examination of Its Structure with an American Sample of Gifted Adolescents

The Social Coping Questionnaire: An Examination of Its Structure with an American Sample of Gifted Adolescents

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

World Council for Gifted and Talented Children

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