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1.
Ugur Sak 《Roeper Review》2013,35(4):216-222
In this case study the author explored a teacher's beliefs about creativity and gifted‐ness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi‐structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative children are those who are “free thinkers” and have “imaginative intelligence.” The thin line between an academically gifted child and a creatively gifted child is built by “imagination,” “emotional intensity,” and “curiosity.” In creative writing, she tried to implement activities such as learning to write poetry, personal narratives, research reports and essays posing solutions to real world problems, and mystery stories decorated with similes, metaphors and imaginative expressions. In reading, students analyzed characters, problems, places and times in stories and novels, and then rewrote stories. 相似文献
2.
S R Vussen 《Child development》1976,47(2):551-555
A questionnaire study was conducted to examine the ability of adolescents and college students to deliberate about moral dilemmas from social perspectives (roles) other than their own and to display different levels of moral judgment in these different perspectives. 30 subjects at each of grades 9, 10, 12, and college were administered a moral reasoning questionnaire and asked to respond 3 times--once for each of the social roles of self, average policeman, and average philosopher. Results showed that across roles and with increasing age there was an increase in individuals' tendencies to choose principled moral issues to resolve dilemmas. More important, there was an increase with age in differentiation among social roles--with the college students evidencing the greatest differences in the level of moral issues chosen as a function of social role. 相似文献
3.
The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. 相似文献
4.
《Journal of moral education》2012,41(2):197-205
This article examines real‐life moral conflicts from the perspective of the ethic of care. Fifty‐six (Time 1) and 57 (Time 2) real‐life dilemmas provided by students representing different fields of study were analysed in terms of level of care reasoning according to Skoe's Ethic of Care Interview. The results showed that antisocial temptation and transgression dilemmas tended to invoke lower levels of care reasoning than conflicting‐demands and social‐pressure dilemmas. Participants reporting temptation dilemmas had the least developed care reasoning. The results suggest that subjects identified at different care levels perceive different types of real‐life moral conflict, and that the function of care reasoning varies according to the type of moral conflict. 相似文献
5.
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. 相似文献
6.
The purpose of this article is to provide an illustrative review of recent research on achievement motivation and gifted students from a social cognitive perspective. The review discusses several constructs that have been a focus of motivation research: perceived competence and self-efficacy, attributions, goal orientations, and intrinsic motivation. For each construct, motivational research from the general motivation literature and from the field of gifted and talented studies are critiqued and compared. The review suggests that a general social cognitive perspective is a useful theoretical framework for research on motivational processes involved in the intellectual and personal development of gifted and talented students and that a process-oriented model is superior to a static model for research on both giftedness and achievement motivation. Implications of the review for future research on motivation and talent development are discussed. 相似文献
7.
This study examined the social‐cognitive reasoning of 52 Chinese Malaysian preadolescents (9–12 years old; M = 11.02, SD = 0.94) and 68 adolescents (13–18 years old; M = 14.76, SD = 1.39) in resolving filial dilemmas within the personal and moral domain. Preadolescents deferred to parental authority, whereas adolescents endorsed filial obligation reasoning to justify compliance in the personal domain. Both appealed to filial obligation, pragmatic, or welfare and safety reasoning to justify compliance but fairness or rights reasoning to justify their noncompliance, for the moral issue. Distinctions between authoritarian and reciprocal filial piety reasoning were revealed. Findings demonstrated complex decision‐making and cognitive reasoning processes among Chinese Malaysian adolescents as they negotiate their filial obligations and autonomy development. 相似文献
8.
The purpose of this study is to examine the social and self-perceptions of twice-exceptional students, those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed. 相似文献
9.
This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences in emotional intelligence levels, as measured by the Bar-On Emotional Quotient Inventory, between gifted students and talented students in Bahrain in the direction of gifted students. There were differences between the gifted and the talented students in intrapersonal, adaptability, general mood subtest, and total emotional intelligence scores. Finally, gifted males had higher total emotional intelligence scores than gifted females; talented females had higher interpersonal scores than talented males. 相似文献
10.
Research on mentorships for gifted adolescents primarily has focused on the role mentors play in students’ academic success. Mentors’ contribution to gifted adolescents’ affective, social, and vocational development rarely has been addressed. This article identifies special needs and characteristics of gifted adolescents in these latter areas, and suggests how mentors can play a significant role in each, including the particular value of mentoring relationships for gifted adolescent females. Finally, educational implications are explored, as well as the need for empirical studies which examine the benefits derived by gifted and nongifted mentees from mentoring relationships. 相似文献
11.
Reviewed by Bronwyn MacFarlane 《Roeper Review》2013,35(1):57-58
A study was conducted to assess the levels of moral development in gifted adolescents. The participants attended a one month intensive summer institute in which they were administered the Defining Issues Test (DIT) which measures levels of moral development. The results indicated that the students received scores above the norm for their age range. Implications and further considerations for educators are discussed. 相似文献
12.
In a population of 1141 students attending the last year of secondary school (age 17‐19) in three towns of North, Central and South Italy, who were tested using four ability tests, we studied responses to six moral dilemmas, comparing subjects of low, average and high ability by means of analysis of variance and cluster analysis. Two groups of very high (5 percent of the total sample) and extremely high (2 percent) students were individually interviewed in order to explore the motivation for their choices. The gifted showed, as expected, more responses at the formal level (greater choice of items concerning general and abstract principles, greater support for law and social contracts, more coherence), but in the average and lowest groups we found a more sentimental, humanitarian orientation, with a sympathetic attitude towards other people's feelings, which can constitute the base for a more intuitive, but not inferior morality. 相似文献
13.
Helena Scheblanova 《High Ability Studies》1996,7(1):51-54
This research was carried out as part of the Moscow‐Munich Longitudinal Study of Giftedness, and is based on a multidimensional giftedness concept. A total of 73 gifted students in the first grade (7‐8 years old) were selected from 650 students with the help of a two stage procedure, using teachers' checklists and the Russian version of the KFT, a test of intellectual abilities, and a test of creativity. A control group of the same age consisted of 76 unselected pupils. The groups were tested using the same methods in 1991, 1992 and 1993. Intellectual abilities, creativity, motivation, and other personal characteristics were observed. Significant differences between gifted and nongifted students were found in intellectual domains; there were no sex differences in the cognitive sphere, but teachers considered the girls more gifted than the boys; a relationship between cognitive and personal factors was revealed but this was not very stable. The results demonstrated that gifted students need special support and education. 相似文献
14.
Frank Pajares 《Contemporary educational psychology》1996,21(4):325-344
Path analysis was used to test the predictive and mediational role that self-efficacy beliefs play in the mathematical problem-solving of middle school gifted students (n= 66) mainstreamed with regular education students (n= 232) in algebra classes. Self-efficacy of gifted students made an independent contribution to the prediction of problem-solving in a model that controlled for the effects of math anxiety, cognitive ability, mathematics GPA, self-efficacy for self-regulated learning, and sex. Gifted girls surpassed gifted boys in performance but did not differ in self-efficacy. Gifted students reported higher math self-efficacy and self-efficacy for self-regulated learning as well as lower math anxiety than did regular education students. Although most students were overconfident about their capabilities, gifted students had more accurate self-perceptions and gifted girls were biased toward underconfidence. Results support the hypothesized role of self-efficacy in A. Bandura's (1986) social cognitive theory. 相似文献
15.
《Journal of moral education》2012,41(1):73-87
The assumptions of Kohlberg, Turiel and Shweder regarding the features of moral reasoning were compared empirically. The moral reasoning of Finnish Evangelical Lutheran, Conservative Laestadian and non‐religious adolescents was studied using Kohlberg’s Moral Judgment Interview and Turiel Rule Transgression Interview methods. Religiosity and choice in moral dilemmas (orientation) were related to the structural stages of reasoning. The choice in moral dilemmas was related to the distinction between morality and social convention as separate domains. Religious participants made no distinction between morality and social convention, and their conception of morality was dependent on religious authorities. The implications of the results for moral education in schools are briefly discussed. 相似文献
16.
This paper reviews major research findings on social cognition in gifted adolescents. We discuss interpersonal and intrapersonal perceptions of giftedness (i.e., how gifted students view themselves, and how they perceive others’ views of them), the social coping strategies of this population (e.g., denying and hiding one's giftedness, conforming to mask giftedness, and helping others), and the gender, age, and self-concept differences shown in strategy choice when interacting with others. Results suggest that both American and Chinese gifted students employ social coping strategies to manage the visibility of their abilities in social situations, and there is a consistent link between coping strategy and self-concepts; but the findings with regard to social cognitive strategies, themselves, are conflicting. Implications of these findings and recommendations are presented. 相似文献
17.
While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how students implicitly create identities and relationships through environmental warrants and claims). By integrating rhetorical and sociocultural analysis of oral discourse, we examine argumentation about environmental dilemmas (problematic scenarios involving animals and the environment). Although students set forth a variety of warrants (social, economic, contextual, biocentric, and expertise‐based), the dilemmas led to distinct forms of argumentation. One dilemma involving a pet iguana fostered non‐adversarial argumentation wherein students identified themselves as animal lovers and cooperative discussants. By contrast, the other two dilemmas (the hypothetical encounter with a fawn in the woods and the observation of classroom lights being unnecessarily left on) led to the unexpected emergence of sexual identities, combative disagreement, and conflict resolution on social rather than rational grounds. The main implication of this study is that it highlights the need for educators to pay closer attention to specific textual elements in the design of environmental dilemmas (types of prompts used, decision‐makers' identities, statements of intentionality and outcome, moral complexity, values of nature, and social representation or cultural images of animals) in order to foster an appropriate and productive sociocultural classroom context for rational and reasoned environmental argumentation to take place without the constraints of unexpected social complications. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 869–897, 2012 相似文献
18.
Suzanna E. Henshon 《Roeper Review》2013,35(3):145-149
Gifted students' preference to work alone is widely espoused, but studies vary widely in their explanations. We re-examined this notion in terms of motivation and social constructivism among 247 school-identified gifted and high-achieving and regular-education students in Grades 4 through 12. Survey data assessed learning style, interests, preferred learning conditions, learning-related personality, perceptions of learning support, comments about ideal learning situations, and beliefs about why some children might prefer working alone. Some general preference to working alone was found among gifted students, but this was not strong and it varied based on how the question was posed. Gifted students who felt that their work was appreciated by teachers and fellow students reported the strongest preference to work with others. 相似文献
19.
《Journal of moral education》2012,41(2):191-211
This study examined the link between care‐based moral reasoning and three different aspects of empathy—perspective taking, sympathy and personal distress. Participants were 30 female and 28 male students, ranging in age from 20 to 42 years. As expected, results showed that perspective taking uniquely predicted care‐based moral reasoning levels (positively), as assessed by Skoe’s Ethic of Care Interview (ECI). Personal distress, in contrast, was uniquely negatively related to the ECI. There was a curvilinear relationship between sympathy and the ECI for women only; women at ECI Level 2 (self‐sacrificing care for others) scored higher on sympathy than did all others. Moreover, women scored significantly higher than did men on the emotional aspects of empathy (i.e. sympathy and personal distress) but not on cognitive perspective taking or on the ECI. These findings support the theory that empathy plays a significant (and positive) role in adults’ moral reasoning. They also highlight the complexity of sex differences in the area of moral affect and cognition. Implications for moral education are discussed. 相似文献
20.
Although more academic summer programs are developing for the gifted population, little attention has been paid to the psychosocial needs and adjustment of gifted students attending such programs. Duke University's Talent Identification Program has developed a strong counseling and consultation component within its Summer Residential Program in an attempt to deal with the normal developmental problems and emotional difficulties experienced by academically gifted adolescents. The personnel who administer this component, the methods they employ, and the presenting problems of students in Duke University's TIP Summer Residential Program are described. Future directions for counseling and consultation are discussed. 相似文献