How Are the Gifted? Point of View of University Students
pp. 123-133 | Published Online: March 2019 | DOI: DOI: 10.22521/edupij.2019.82.3
Ma. Concepción Rodríguez-Nieto, Ana Sofía Sánchez-González, Martha Patricia Sánchez-Miranda
The aim of the study was to analyze the conceptions of giftedness of average university students as they influence attitudes and behaviors that positively or negatively influence the emotional, academic and social wellbeing of the gifted. The study design was mixed method; the sample was non-probabilistic with 74 participants who answered an open-ended question about the characteristics and behaviors of the gifted. The results showed that conceptions of giftedness are formed by socioemotional characteristics and intellectual characteristics. Some students reported a single category of characteristics, whilst other students showed a combination of components from both categories. The socioemotional characteristics were perceived by some students as negative, whilst others were positive, and some presented a mixture of these two valences. The above-average intelligence was related to the ease, speed and passion for learning and the negative socioemotional characteristics of the gifted.
Keywords: giftedness, conceptions of giftedness, gifted students, socioemotional characteristics, social-emotional problemsReferences
Bacal, E. (2015). The relationship between placement and social skills in gifted students (Doctoral Dissertation). Universidad de Arizona. Retrieved from https://repository.asu.edu/attachments/150751/content/Bacal_asu_0010E_14884.pdf.
Bain, S., Bliss, S. L., Choates, S. M., & Sager, K. (2007). Serving children who are gifted: perceptions of undergraduates planning to become teachers. Journal for the Education of the Gifted, 30(4), 450-478.
Baudson, G. T. (2016). The mad genius stereotype: Still alive and well. Frontier in Psychology, 7, Art. 368. doi: 10.3389/fpsyg.2016.00368.
Bevan-Brown, J. (2011). Indigenous conceptions of giftedness. In W. Vialle (Ed.), Giftedness from an Indigenous Perspective (pp. 10-23). Wollongong: Australian Association for the Education of Gifted and Talented.
Burks, B. S., Jensen, D. W., & Terman, L. M. (1930). The promise of youth: Volume 3: Genetic studies of genius. Stanford, California: Stanford University Press.
Clark, B. (1997). Growing up gifted (5th ed.). Columbus, OH: Merrill.
Creswell, J., & Plano, C. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE Publications.
D’Alessio, S. (Ed.) (2009). Gifted learners. A survey of educational policy and provision. Odense, Denmark: European Agency for Development in Special Needs Education. Retrieved from https://www.pef.uni-lj.si/fileadmin/Datoteke/CRSN/branje/Gifted_Learners_A_Survey_of_Educational_Policy_and_Provision__2009_.pdf.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
Fontaines Ruiz, T., Medina, J., & Camacho, H. (2007). Concepción epistemológica sobre la investigación del personal docente que enseña a investigar. UNICA Revista de Artes y Humanidades, 8(18), 60-85.
Frasier, M. M., Hunsaker, S. L., Lee, J., Mitchell, S., Cramond, B., Krisel, S.,…Finley, V. S. (1995). Core attributes of giftedness: A foundation for recognizing gifted potential of minorities and economically disadvantages students (Research monograph No. 95210). Storrs, CT: National Research Center on the Gifted and Talented.
Freeman, J. (1998). The Education of the Very Able: Current International Research. London: The Stationery Office.
Freeman, J. (2001). Gifted children grown up. London: David Fulton.
Freeman, J. (2005). Permission to be gifted. In R. J. Sternberg & J. E. Davidson. Conceptions of Giftedness. (2nd Eds.), (pp. 80-97). Cambridge, University Press.
Freeman, J. (2008). The Emotional development of the gifted and talented. In Conference proceedings. Gifted and Talented Provision. London: Optimus Educational. Retrieved from http://www.joanfreeman.com/pdf/free_emotionaldevelopment.pdf.
Freeman, J. (2009). Very young and gifted. Young Gifted & Talented web-site CfBT Education Trust. Retrieved from http://joanfreeman.com/pdf/vyang.pdf.
Gibson, K., & Vialle, W. J. (2007). The Australian Aboriginal View of Giftedness. In S. N. Phillipson & M. McCann (Eds.), Conceptions of Giftedness (pp. 197-224). Mahwah, NJ: Lawrence Erlbaum.
Godor, B. P., & Szymanski, A. (2017). Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of academically gifted students within the EU. High Ability Studies, 28(2), 181-197.
Gross, M. U. M. (1998). The “me” behind the mask: intellectually gifted students and the search for identity. Roeper Review, 20(3), 167-174.
Hollingworth, L. S. (1926). Gifted children: Their nature and nurture. New York: Macmillan.
Hollingworth, L. S. (1931). The child of very superior intelligence as a special problem in social adjustment. Mental Hygiene, 15(1), 3-16.
Janos, P. M., & Robinson, N. M. (1985). Psychosocial development in intellectually gifted children. In F. D. Horowitz & M. O’Brien (Eds.), The gifted and talented: Developmental Perspectives (pp. 149-195). Washington, DC: American Psychological Association.
Kim, K. H., Shim, J. Y., & Hull, M. (2009). Korean concepts of Giftedness and the self-perceived characteristic of students selected for gifted programs. Psychology of Aesthetics and Arts, 3(2), 104-111.
Laine, S. (2010). The Finnish public discussion of giftedness and gifted children. High Ability Studies, 21(1), 63-76.
Martin, L. T., Burns, R. M., & Schonlau, M. (2010). Mental disorders among gifted and nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quarterly, 54(1), 31-41.
McClain, M., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59-88.
Miles, M., & Huberman, M. (1994). Focusing and Bounding Collection of Data: The Substantive start. In M. B. Miles, A. M. & Huberman (Eds.), Qualitative data analysis: An expanded sourcebook (2nd ed.), (pp. 16-39). Thousand Oaks, CA: Sage.
Needham, V. (2012). Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. APEX: The New Zealand Journal of Gifted Education, 17(1). Retrieved from http://www.giftedchildren.org.nz/wp-content/uploads/2014/10/needham.pdf.
Norman, A. D., Ramsay, S. G., Roberts, J., & Martray, C. R. (2000). Effect of social setting, self-concept and relative age on the social status of moderately and highly gifted students. Roeper Review, 23(1), 34-39.
O’Connell, P. (1993). National Excellence: the case for developing America’s Talent. Washington, D. C.: Office of Education Research an Improvement. Retrieved from http://files.eric.ed.gov/fulltext/ED359743.pdf.
Peterson, J. S., & Ray, K. E. (2006). Bullying Among the gifted: The subjective experience. Gifted Child Quarterly, 50(3), 252-269.
Phillipson, S. N. (2007). A framework for the study of sociocultural perspectives of giftedness. In S. N. Phillipson & M. McCann (Eds.), Conceptions of giftedness: Sociocultural perspectives (pp. 1-34). Mahwah, New Jersey: Lawrence Erlbaum.
Piechowski, M, M. (2006). “Mellow out,” they say. If only I could: Intensities and sensitivities of the young and bright. Madison, WI: Yunasa Books.
Plucker, J. A., & Levy, J. J. (2001). The downside of being talented. American Psychologist, 56(1), 75-76.
Preckel, F., Baudson, G. T., Krolak-Schwerdt, S., & Glock, S. (2015). Gifted and maladjusted? Implicit attitudes and automatic associations related to gifted children. American Educational Research Journal, 52(6), 1160-1184.
Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappa, 60, 180-185.
Renzulli, J. S. (2002). Expanding the Conception of Giftedness to Include Co-Cognitive Traits and To Promote Social Capital. Phi Delta Kappan, 84(1), 33-58.
Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 246-279). New York: Cambridge University Press.
Richards, J., Encel, J., & Shute, R. (2003). The emotional and behavioral adjustment of intellectually gifted adolescents: A multi-dimensional, multi-informant approach. High Ability Studies, 14(2), 153-163.
Robinson, N. M. (2008). The social world of gifted children and youth. In S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children: Psychoeducational Theory, Research, and Best Practices (pp. 33-51). New York, NY: Spring Science + Business Media.
Schroth, S. T., & Helfer, J. (2008). Identifying gifted students: Educator Beliefs regarding various polices, processes and procedures. Journal of the Education of the Gifted, 32(2), 155-179.
Silverman, L. (1995). Characteristics of giftedness scale. Seven Hills , NSW: Australian Gifted Support Center.
Snyder, K. E., Nietfeld, J. L., & Linnenbrink-Garcia, L. (2011). Giftedness and metacognition: A short-term longitudinal investigation of metacognitive monitoring in the classroom. Gifted Child Quarterly, 55(3), 181-193.
Speirs Neumeister, K. L. (2004). Factors influencing the development of perfectionism in gifted college students. Gifted Child Quarterly, 48(4), 259-274.
Sternberg, R. J. (1995). A Triarchic approach to giftedness. Research Monograph 95126. Yale University.
Sternberg, R. J. (2005). The Theory of Successful Intelligence. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 39(2), 189-202.
Subotnik, R., Karp, D., S., & Morgan, E. (1989). High IQ children at midlife: An investigation into the generalizability of Terman’s genetic studies of genius. Roeper Review, 11(3), 139-144.
Tapper, L. (2012). Conceptions of giftedness in a global, modern world: where are we at in Aotearoa New Zealand 2012? APEX: The New Zealand Journal of Gifted Education, 17(1), 1-11.
Terman, L. M. (1916): The Measurement of Intelligence. Boston, Houghton Mifflin.
Terman, L. M. (1925). Genetic studies of genius. Mental and physical characteristics of a thousand gifted children (Vol. 1). Stanford, CA: Stanford University Press.
Terman, L. M., & Oden, M. H. (1959). The gifted group at mid-life: 35 years’ follow-up of the superior child. Stanford, CA; Stanford University Press.
Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.
Yang, S., & Sternberg, R. J. (1997). Taiwanese Chinese people´s conceptions of intelligence. Intelligence, 25(1), 21-36.
Call for Papers
EDUPIJ is calling for submissions to the Volume 8, Issue 3, 2019. Submission Deadline: May 31, 2019.