The Fears and Anxieties of Gifted Learners

Lamont, Renee T.

doi:10.1177/1076217512455479

Cited by 13 publications

(14 citation statements)

References 8 publications

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“…In spite of that, very little is known about gifted individuals in their adulthood. For the main part, research has focused on needs of gifted children (e.g., Kennedy, 1995; Coleman and Cross, 2000; Tieso, 2007; Cross, 2011; Lamont, 2012). But how do they fare when they grow up?…”

Section: Introductionmentioning

confidence: 99%

Bringing Giftedness to Bear: Generativity, Meaningfulness, and Self-Control as Resources for a Happy Life Among Gifted Adults

Vötter

Schnell

2019

Front. Psychol.

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Meaning in life has been found to be of particular importance for the subjective well-being of intellectually gifted individuals. However, there is a lack of research about what contributes to gifted adults’ meaning in life and how it could be enhanced. This study examined if the devotion of one’s gift or talent to the well-being of others—i.e., the source of meaning “generativity”—would lead to a sense of meaning and, in further consequence, result in higher subjective well-being over time. Furthermore, we hypothesized that the effect of meaningfulness on subjective well-being was conditional on trait self-control. Longitudinal data of two gifted groups was obtained via an online study: 100 intellectually gifted individuals (55% female; mean age 43 ± 9 years) and 52 high academic achievers (29% female; mean age 57 ± 14 years). The former group experienced significantly lower levels of meaningfulness (p = 0.001, η2 = 0.076), self-control (p < 0.001, η2 = 0.090), and generativity (p = 0.025, η2 = 0.034) than the latter. As expected, the actualization of generative orientations in life enhanced both gifted groups’ meaningfulness and, in further consequence, their subjective well-being over time. Furthermore, the positive association between life meaning and subjective well-being was enhanced by trait self-control among the intellectually gifted but not among the high academic achievers. However, as proposed, the latter’s subjective well-being was strongly related to self-control. Results highlight that a generative orientation can help gifted individuals to advance a personal sense of meaning and happiness over time. In this context, intellectually gifted individuals appear to particularly benefit from self-control. Consequently, the intrinsic willpower to subdue inner responses, emotions as well as undesired behaviors might strengthen the positive effect between sources of meaning, life meaning, and subjective well-being.

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Section: Introductionmentioning

confidence: 99%

Bringing Giftedness to Bear: Generativity, Meaningfulness, and Self-Control as Resources for a Happy Life Among Gifted Adults

Vötter

Schnell

2019

Front. Psychol.

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“…La sobreexcitación emocional se caracteriza por preocupación por los demás, timidez, miedo, ansiedad, dificultad para adaptarse al entorno e intensidad de los sentimientos (Tucker y Haferstein, 1997). Se ha hallado que los estudiantes con alta capacidad exhiben más miedo que sus otros compañeros (Lamont, 2012), siendo sus principales temores la guerra, la violencia, la muerte y la enfermedad (Derevensky y Coleman, 1989).…”

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“…Esto va ligado al concepto de desarrollo asincrónico, referido a niveles desiguales de madurez cognitiva y social que tienden a encontrarse en estudiantes con alta capacidad, y que puede vincularse a niveles altos de miedo y ansiedad (Lamont, 2012), ya que se ha hallado un mayor riesgo de ansiedad y depresión debido a patrones de este tipo de desarrollo (Tippey y Burnham, 2009).…”

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Características socioemocionales en población infanto-juvenil con altas capacidades: una revisión sistemática

Mesa¹,

Marcos²

2021

Rev. Psicol. Educ

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El objetivo de la presente revisión es explorar la investigación reciente sobre las características socioemocionales de niños y adolescentes con altas capacidades intelectuales. Se analizó la literatura existente desde 2009 hasta 2019, mediante una búsqueda realizada en Pubmed, Web of Science, Google Académico, el buscador bibliográfico Sapiens y PsycInfo. Se seleccionaron 14 estudios para su revisión. Sus resultados muestran una tendencia, en menores con alta capacidad, a un estado de ánimo deprimido, baja autoestima y perfeccionismo desadaptativo. En cuanto a sus habilidades sociales y ansiedad percibida, los resultados obtenidos son contradictorios en los distintos estudios. Los resultados obtenidos ayudan a orientar el diseño de programas de evaluación e intervención, dirigidos a fortalecer habilidades que contribuyen a su adaptación, bienestar y a prevenir problemas psicológicos.

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“…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.…”

Section: Introductionmentioning

confidence: 99%

“…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.…”

mentioning

confidence: 99%

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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The Fears and Anxieties of Gifted Learners

Cited by 13 publications

References 8 publications

Bringing Giftedness to Bear: Generativity, Meaningfulness, and Self-Control as Resources for a Happy Life Among Gifted Adults

Bringing Giftedness to Bear: Generativity, Meaningfulness, and Self-Control as Resources for a Happy Life Among Gifted Adults

Características socioemocionales en población infanto-juvenil con altas capacidades: una revisión sistemática

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

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