The psycho-social adjustment of gifted children in middle-childhood

Rost, Detlef H.; Czeschlik, Tatiana

doi:10.1007/bf03172882

Cited by 21 publications

(24 citation statements)

References 13 publications

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“…The authors concluded that gifted adolescents present an emotional stability, which is similar to their average-level peers. Likewise, Rost and Czeschlik (1994) found no differences in anxiety, neuroticism, behavior problems, and peer relationships between gifted 10-year-old German students and their peers, and suggested that gifted preadolescents are socially and emotionally at least as well adjusted as their cohorts. Similarly, Garland and Zigler (1999) found that adolescents participating in a summer camp for gifted students scored within typical ranges in the Child Behavior Checklist (a standardized measure of social and emotional problems; Achenbach, 1991) according to the national norms.…”

Section: Giftedness As a Protective Factor: The Resilience Approachmentioning

confidence: 91%

“…Also, since the assessment of social adjustment is not always homogeneous among informants, our purpose was to compare the social adjustment of gifted children and adolescents to their peers, both from their own perspective and from the point of view of their head teachers and classmates. We chose measures of selfconcept, adaptive behavior, and sociological metrics as scores, respectively, since these have been reported in other studies on social adjustment during childhood and adolescence (Cornell et al 1994;Hoogeven, van Hell, & Verhoeven, 2005;Rost & Czeschlik, 1994;Schneider, 1987;Zeidner & Schleyer, 1999). (Piers & Harris, 1969) The scale contains 80 short phrases that assess six dimensions of self-concept: behavioral, intellectual, physical, lack of anxiety, popularity, and happiness-satisfaction.…”

Section: Methodsmentioning

confidence: 99%

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Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents

López

Sotillo

2009

High Ability Studies

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Do gifted students adjust poorly to their social environment? There are currently two competing positions: one that sustains that giftedness is by itself a risk factor for social adaptation, and another that holds that high cognitive abilities involve distinctive features that are protective and hence increase individual resilience. Empirical support has been provided for both positions. This paper provides data from a study performed with 50 Spanish-speaking gifted children and adolescents using a comparison group of 50 average-ability peers matched by sex and chronological age. The results show no significant differences between gifted students and their peers on global measures of adjustment. Instead, they suggest that gifted students are neither significantly more poorly nor better adjusted than their peers during different age periods. Our analysis of the results provides moderate support for the resilience position.

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Section: Giftedness As a Protective Factor: The Resilience Approachmentioning

confidence: 91%

Section: Methodsmentioning

confidence: 99%

Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents

López

Sotillo

2009

High Ability Studies

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“…Participation in such programs is usually based on teacher nominations which have been shown to be problematic (Rost and Hanses, 1997; Baudson, 2010). In many studies, giftedness is not precisely defined and intelligence is in many cases not even measured at all (Rost and Czeschlik, 1994). Further research is needed which systematically measures intelligence as well as moral development, and is not merely based on samples of pre-selected students.…”

Section: Introductionmentioning

confidence: 99%

Individual Differences in Moral Development: Does Intelligence Really Affect Children’s Moral Reasoning and Moral Emotions?

Beißert

Hasselhorn

2016

Front. Psychol.

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This study investigates the relationship between intelligence and individual differences in children’s moral development across a range of different moral transgressions. Taking up prior research that showed morality and intelligence to be related in adolescents and adults, the current study wants to test if these findings can be extended to younger children. The study was designed to address some of the shortcomings in prior research by examining young children aged between 6 years; 4 months and 8 years; 10 months, using a broad concept of moral development including emotional aspects and applying an approach that is closely connected to children’s daily lives. Participants (N = 129) completed a standardized intelligence test and were presented four moral transgression stories to assess moral development. Results demonstrated that findings from prior research with adolescents or adults cannot simply be extended to younger participants. No significant correlations of moral development and intelligence were found for any of the presented stories. This provides first evidence that – at least in middle childhood – moral developmental status seems to be independent from children’s general intelligence assessed by figural inductive reasoning tests.

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“…They were also more independent of parental approval, and coped better with psychological problems. In Germany, Rost and Czeschlik (1994) used self-reports, as well as reports from teachers and parents, to investigate the psychosocia adjustment and emotional stability of 10 year-old children, 50 of whom were gifted and 50 of average ability. They concluded that the gifted were at least as socially and emotionally well adjusted as their age peers.…”

Section: Friendshipmentioning

confidence: 99%

The emotional development of the highly able

Freeman

1997

Eur J Psychol Educ

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The highly able can be expected to be at least as well balanced as any other children, but they do have special emotional problems arising both from other people's reactions to their exceptionality and from inappropriate education. This was investigated in a British 14-year comparative study. Children labelled as gifted were found to be from different home backgrounds and to have different emotional profiles' than others ofthe same measured ability who had not been seen as gifted. From this and other research it can be seen that expectations of highly able children can be confusing,for example that they either have poor social relationships or are natural social leaders. Teachers and parents may over-pressure pupils to excel at all times, or raise their all-round expectations for a child, even though s/he is only gifted in a specific area. Stress may also come from always having to learn at an unstimulating level, producing boredom, apathy and underachievement. Suggestions are made for helping the emotional development and improving educational provision for the highly able. Emotional and relational correlates of high abilityIt is impossible to be precise about who the highly able are; there are dozens of definitions' most of which refer to children's advancement beyond their age group on tests of ability or school marks. Non-school subjects, such as management or potential money-making talent are rarely considered. For children, being highly able or gifted is in fact to be precocious, whereas the criteria for adults lie in the products rather than the individual's ability relative to their age. The highly able are defined here, rather loosely, as those who either demonstrate exceptionally high-level performance, whether across a range of endeavours or in a limited field, or who have the potential for this. A particularly encouraging and exciting trend to emerge from many studies in this area, is that high ability may take many different forms, appear in quite unexpected situations, and at different points during a life-time.Although conventional intelligence tests resulting in an IQ are most often used for identification (in the Western world), these are not an entirely sensitive measure of very high intellect because: of the "ceiling effect", the upper limit of the tests being too low to distinguish reliably between the top few percent. Nor do high IQ scores distinguish such important matters in scholastic success as personal styles of thinking and personality, and so they are poor

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The psycho-social adjustment of gifted children in middle-childhood

Cited by 21 publications

References 13 publications

Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents

Giftedness and social adjustment: evidence supporting the resilience approach in Spanish‐speaking children and adolescents

Individual Differences in Moral Development: Does Intelligence Really Affect Children’s Moral Reasoning and Moral Emotions?

The emotional development of the highly able

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