Parents of Academically Gifted Children: Support Needs

The identification of academically gifted children from the perspective of aptitude theory is discussed. Aptitude refers to the degree of readiness to learn and to perform well in a particular situation or domain. The primary aptitudes for academic success are (a) prior achievement in a domain, (b) the ability to reason in the symbol systems used to communicate new knowledge in that domain, (c) interest in the domain, and (d) persistence in the type of learning environments offered for the attainment of expertise in the domain. Careful attention to the demands and affordances of different instructional environments enables educators to identify those individuals who are most ready to succeed in them. Although the principles discussed here are useful for all students, they are particularly important for the identification of academically promising minority students.

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Social and personal identity of gifted primary schoolchildren

Вестник Костромского государственного университета им Н А Некрасова ◽

10.34216/2073-1426-2020-26-4-92-97 ◽

2021 ◽

Vol 26 (4) ◽

pp. 92-97

Author(s):

Alla A. Gudzovskaya

Keyword(s):

Academic Success ◽

Personal Identity ◽

School Children ◽

Social Factor ◽

Primary School Children ◽

Gifted Children ◽

Environmental Friendliness ◽

Primary Schoolchildren ◽

Negative Identity ◽

Academically Gifted

Education in a specialised class is considered as a social factor influencing the identity of intellectually and academically gifted primary school children. An analysis of the empirical results of the study of social and personal identity of intellectually and academically gifted third-formers studying in a specialised class is given. The identity of gifted pupils is multilevel, multicomponent, in terms of differentiation, it is ahead of the development of the identity of their peers. Most gifted children in a specialised class are satisfied with their identity. At the same time, the problems of environmental friendliness of differentiation of classes by the level of academic success are noted. Peers of gifted children attending the same school often have a negative identity, that is, negative self-perception.

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Examining the “F” in Gifted: Academically Gifted Adolescents' Physiological and Affective Responses to Scholastic Failure

journal for the education of the gifted ◽

10.1177/016235329401700304 ◽

1994 ◽

Vol 17 (3) ◽

pp. 241-259 ◽

Cited By ~ 48

Author(s):

Shawn M. Roberts ◽

Suzanne B. Lovett

Keyword(s):

Irrational Beliefs ◽

Physiological Stress ◽

Gifted Students ◽

Affective Responses ◽

Gifted Children ◽

Stress Reactions ◽

Socially Prescribed Perfectionism ◽

Gifted Adolescents ◽

Experimentally Induced ◽

Academically Gifted

The present investigation examined whether academically gifted children, relative to their nongifted peers (a) were subject to greater self-oriented and socially prescribed perfectionism, (b) endorsed higher levels of Ellis' (1962) irrational beliefs, and (c) were prone to more negative reactions to an experimentally induced failure. Relative to their nongifted and academically achieving peers, the academically gifted students demonstrated more negative affective and physiological stress reactions to the experimentally induced failure, as well as higher levels of self-oriented perfectionism and irrational beliefs. The present findings highlight the need for research within the relatively new and unexplored field of gifted students' reactions to scholastic failure.

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KONSELING BAGI ANAK BERBAKAT AKADEMIK

Jurnal Cakrawala Pendidikan ◽

10.21831/cp.v1i1.214 ◽

2010 ◽

Vol 1 (1) ◽

Author(s):

Rochmat Wahab

Keyword(s):

Career Counseling ◽

Gifted Children ◽

Counseling Services ◽

Optimal Result ◽

Professional Counselors ◽

Personal Counseling ◽

Developmental Models ◽

Academic Counseling ◽

Effective Counseling ◽

Academically Gifted

Abstract: Counseling for the Academically Gifted Children. The number of academically gifted children is quite high distributed in all areas. The academically gifted children will be benefecial for themselves and other people, if they can develop optimally. There are many academically gifted children who are succesful in their life; however we can find some who are in difficulty. They need counseling services. There are some important issues in counseling, especially for the academically gifted children, such as: (1) divergent thinker, (2) excitability, (3) sensitivity, (4) perceptiveness, (5) entelechy. (6) self-concept, (7) counseling with parents, and (8) underachievement. To help them face important issues, social-personal counseling, academic counseling, and career counseling are necessary. These three counseling approaches can be conducted simultaneously, depending on their needs. The models and strategies of counseling for the academically gifted children are therapeutic, preventive, and developmental models. The choice of models is strongely determined by the need of effective counseling, in order to achieve the optimal result. To establish the effective counseling, it is necessary that counseling services should be conducted by professional counselors. Keywords: counseling, academically gifted children

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