The Social and Emotional Adjustment of Young, Intellectually-Gifted Children

Lehman, Elyse Brauch; Erdwins, Carol J.

doi:10.1177/001698628102500311

Cited by 70 publications

(56 citation statements)

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“…In relation to the third research question, it was demonstrated that there was no significant difference between gifted students and normal students with regard to their social adjustment. This finding is not consistent with the results of Darkeh et al (2011) and Lehman & Erdwins (2014).…”

Section: Discussioncontrasting

confidence: 89%

Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students

Jenaabadi¹,

Marziyeh²,

Dadkan³

2015

AASoci

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The present study aimed to compare emotional creativity and social adjustment of gifted and normal high school freshman students (first period) in Khash. This is a casual-comparative study. To this end, a total of 200 students, among which gifted students were selected using census method and normal students were selected applying multistage random sampling methods, were chosen. The subjects were evaluated using Averill's Emotional Creativity Inventory (2013) and Sinha and Singh's Social Adjustment Inventory (1993). To describe the obtained data, frequency table, mean and standard deviation were applied and for analyzing the data, independent t-test and one-way analysis of variance were used. The results indicated that there was a significant difference between gifted and normal students and also between male and female gifted students and normal students considering emotional creativity and its components. However, no significant difference was found with regard to social adjustment. The means of emotional creativity and components of novelty, effectiveness and authenticity of gifted students were higher than those of normal students. Moreover, the means of emotional creativity and components of novelty and preparedness of female gifted students and the means of components of effectiveness and authenticity of male gifted students were higher than other groups.

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Section: Discussioncontrasting

confidence: 89%

Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students

Jenaabadi¹,

Marziyeh²,

Dadkan³

2015

AASoci

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“…Apesar de não serem encontrados estudos relacionando as variá-veis mencionadas para essa população específica, vários estudos (Argyle, 1999;Bandeira et al, 2009;Diener & Fujita, 1995;Lehman & Erdwins, 2004;McCrae & Costa, 1991) têm indicado que as características sociais do indivíduo, dentre elas as habilidades sociais, têm sido relacionadas ao bem-estar subjetivo, isso porque possibilitam relações interpessoais mais gratificantes, maior realização pessoal, sucesso profissional, além de melhor saúde física e mental e, consequentemente, melhor qualidade de vida.…”

Section: Discussionunclassified

“…É possível afirmar, com base nos dados obtidos, que as crianças dotadas e talentosas, que exteriorizam sentimentos positivos e expressam aprovação aos comportamentos dos demais, experienciam maior frequência de emoções positivas, como alegria, contentamento, felicidade, amor, bem como satisfação com a vida. Esses dados são semelhantes aos do estudo de Lehman e Erdwins (2004) no qual crianças dotadas demonstraram habilidades sociais que facilitavam suas relações interpessoais e, desse modo, contribuíam para relações mais satisfatórias e melhor qualidade de vida. Argyle (1999) afirma que expressar sentimentos positivos contribui para desenvolver relações interpessoais mais gratificantes, como, por exemplo, relações afetuosas entre familiares e, consequentemente, um maior bem-estar subjetivo.…”

Section: Discussionunclassified

“…Essas características e outras do campo das habilidades sociais têm sido relacionadas à melhor qualidade de vida, por contribuírem para relações interpessoais mais gratificantes, maior realização pessoal, sucesso profissional, além de melhor saúde física e mental (Bandeira et al, 2009;Lehman & Erdwins, 2004). As relações interpessoais podem ser melhoradas a partir de habilidades positivas que capacitam os sujeitos nas interações, o que está relacionado com um maior bem-estar subjetivo (Diener & Fujita, 1995;McCrae & Costa, 1991).…”

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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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“…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.…”

Section: Introductionmentioning

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 Social and Emotional Adjustment of Young, Intellectually-Gifted Children

Cited by 70 publications

References 9 publications

Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students

Comparing Emotional Creativity and Social Adjustment of Gifted and Normal Students

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

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

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