MULTI-DIMENSIONAL STUDY OF THE INTELLECTUALLY GIFTED ADOLESCENTS

2016 ◽  
pp. 1-15
Author(s):  
Meenakshi Bharaj
Keyword(s):  
Creative Thinking ◽  
Interpersonal Relations ◽  
Self Esteem ◽  
Gifted Children ◽  
Self Development ◽  
Intellectually Gifted ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Gifted Adolescents ◽  
Insight Into

The present study is aimed at studying some intellectual and non-intellectual endowments and characteristics of the intellectually gifted children and also to see how their self-development could be influenced by a planned orientation through lectures and exercises. 740 boys and 520 girls from five randomly selected senior secondary schools having IQ of 145 or above comprised the sample for study. Intelligence, interests, self-esteem, creativity, neuroticism and extraversion, anxiety and sociometric status were studied of such students. These students were given eight sessions of orientation consisting of lecture-cum-demonstration of communication skills, creative thinking and problem solving, leadership and initiative, self-motivation techniques, interpersonal relations and self-development. The results of the study show that gifted children need three things from their parents and teachers. These are (i) acceptance (ii) understanding and (iii) superior insight into problems given their ability for generalising, reasoning and dealing with abstraction. They learn readily and easily, have good memory to listen to. Parents must give active help to their child in assisting him/her to discover his/her assets and limitations - physical, mental and social and to match these with the requirements of different vocations.

Criteria and Indicators of the Level of Formation in Intellectually Gifted Adolescents of the Culture of Social Interaction

2021 ◽  
pp. 38-43
Author(s):  
V. Emel'yanenko
Keyword(s):  
Social Interaction ◽  
Theoretical Analysis ◽  
Educational Environment ◽  
Diagnostic Tools ◽  
Gifted Children ◽  
Criteria And Indicators ◽  
The Social ◽  
Intellectually Gifted ◽  
Mental Abilities ◽  
Gifted Adolescents

Currently, one of the urgent problems of the education system is the search for effective methods of pedagogical support for the social development of intellectually gifted children and adolescents. The article contains the results of theoretical analysis and empirical research aimed at identifying the characteristics and level of formation of the culture of social interaction in intellectually gifted adolescents, considered as the main result of their social education in the educational environment of the school. The author reveals the essence of the culture of social interaction as a pedagogical phenomenon, develops diagnostic tools for its study and determines the level of its formation in 196 adolescents with outstanding mental abilities studying in grades 7-9 of secondary schools.

scholarly journals Analysis of Students’ Self-Esteem and Academic Performance of Physics Students in Senior Secondary Schools in Port-Harcourt Local Government Area

2021 ◽  
Vol 1 (1) ◽  
pp. 75-83
Author(s):  
Omeodu M.D.
Keyword(s):  
Academic Performance ◽  
Local Government ◽  
Secondary Schools ◽  
Self Esteem ◽  
Local Government Area ◽  
Multiple Choice Questions ◽  
Physics Students ◽  
Port Harcourt ◽  
Senior Secondary Schools ◽  
Senior Secondary

The study critically examined the influence self-esteem on students’ academic performance in physics in senior secondary schools in Port-Harcourt Local Government Area. The purpose of the study was to examine the influence of self-esteem on the academic performance of students with respect to gender. Three research questions and one hypothesis were posed to guide the study to find out the relationship between students’ self-esteem and their academic achievement. The instruments used for the study include a standardized questionnaire developed by Rosenberg (1965), titled “Rosenberg self esteem scale”, and Physics Achievement Test (PAT) developed by the researcher. This test comprised 50 multiple choice questions which cover subjects from SSS1 to SSS3. The PAT was subjected to a validation process and the reliability coefficient obtained was 0.88 through Kuder-Richardson 21. The findings of the study showed that 68 percent of the respondents have low self-esteem while 32 percent are high self-esteemed students. The mean difference (10.04) showed that students with low self-esteem performed poorly compared to students with high self-esteem. The hypothesis revealed that there is a strong positive relationship between the two variables under study, that is students’ self-esteem and their academic performance in physics. The study recommended that physics teachers should recognize the level of each of the students’ self-esteem. Teachers should also allocate time to raise the level of students’ self confidence before teaching difficult topics in Physics.

scholarly journals The Personal Identity of Gifted Adolescents in the Social Environment

2020 ◽  
Vol 10 (1) ◽  
pp. 75-81
Author(s):  
Olga Shcherbinina
Keyword(s):  
Personal Identity ◽  
Personal Development ◽  
Gifted Children ◽  
State University ◽  
The Social ◽  
Self Development ◽  
Development Support ◽  
Definition Of ◽  
Gifted Adolescents

The author suggests that the practical problems of gifted children are frequently connected with their tendency to untimely address socialization issues. Socialization is increasingly connected with the processes of self-development, self-realization, self-assertion and self-determination of a child, as well as with the spheres of identity and social relationships. An empirical study of gifted adolescents’ personal identity is presented in the article. The study was conducted in the Multidisciplinary School of Kostroma State University as part of a pilot program for personal development support of gifted schoolchildren. The results include the definition of self-identification characteristics of gifted adolescents, including their identification with the group and the community. The psychological and pedagogical correction methods are proposed to support the process of self-identification in gifted adolescents.

scholarly journals Features of school-based anxiety of intellectually gifted adolescents in the modern educational system

2019 ◽  
Vol 70 ◽  
pp. 08004
Author(s):  
Irina Bakaeva ◽  
Lyudmila Valuiskaya
Keyword(s):  
Emotional Regulation ◽  
Coping Behavior ◽  
Gifted Children ◽  
Attention Switching ◽  
School Based ◽  
Study Results ◽  
Intellectually Gifted ◽  
Special Programs ◽  
High Degree ◽  
Gifted Adolescents

The article analyses the concept “school-based anxiety” in terms of current trends and innovations in education. It describes the study of school-based anxiety of intellectually gifted school children. We revealed the prevalence of personal, situational and other types of school-based anxiety in gifted adolescents. Increased personal, situational and school-based anxiety is associated with high cognitive motivation and motivation to achieve. A high degree of awareness and reflexivity of senior pupils make the educational sphere significant (super-significant) for gifted children. The disharmonious development of various areas of the personality of an intellectually gifted child does not always allow us to correct anxiety with various strategies of coping behavior. Behavioral and emotional manifestations of anxiety often prevent an adolescent from realizing his own potential. According to the study results, it is recommended to teach intellectually gifted senior pupils special methods of emotional regulation, attention switching, and methods of correcting their behavior using special programs. Vacation and profile sessions should include not only profile classes, but also coaching programs of both individual and group forms for the all-round development of an intellectually gifted adolescent’s personality with the aim of harmonious preparing him for activities in a world of uncertainty.

Improving Skills in Senior Secondary Schools for Effective Performance in Computer Based Test and Security.

2019 ◽  
pp. 167-174
Author(s):  
Agu B.G. ◽  
Eya G.M.
Keyword(s):  
Cognitive Abilities ◽  
Computer Literacy ◽  
Literacy Skills ◽  
School Students ◽  
Effective Performance ◽  
Information And Communication ◽  
Computer Based ◽  
Senior Secondary Schools ◽  
Matriculation Examination ◽  
Senior Secondary

Students are accessed using paper and pen on cognitive abilities in Nigeria. This method of assessment encourages different forms of examination malpractices. The threat of examination malpractices on the validity of examination outcomes has resulted in some examination bodies adopting different methods of examination. One of such methods is the computer based test (CBT). Using survey research method, this study investigated the levels of competency in computer literacy skills possessed by senior secondary school students. Three research questions and one hypothesis guided the study. Problems encountered by the students and prospective methods of enhancing computer based test (CBT) acceptance in Nigeria were also documented. A total of 310 copies of the questionnaire were administered to students who participated in the 2015 Unified Tertiary Matriculation Examination (UTME) at Afrihub Information and Communication Technology (CBT) centre, Institution of Management and Technology (IMT), Enugu and Godfrey Okoye University, Enugu and 237 representing 76% were adequately completed and found usable. The findings revealed among others that majority of the respondents confirmed that CBT can curb examination malpractice. Majority of candidates were also found to prefer CBT to the paper and pencil test (PPT). The mean, standard deviation and Pearson‟s Correlation Analysis showed that the respondent is preference for CBT were sensitive across gender. While improving electricity was identified as critical in enhancing CBT examinations, poor ICT skills on the part of students and the invigilators were also identified as the major problems facing the implementation of JAMB CBT examination in Nigeria.

scholarly journals Approaches to Anti-Ageism Interventions

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 672-672
Author(s):  
Tracey Gendron ◽  
Jennifer Inker
Keyword(s):  
Social Interactions ◽  
Self Esteem ◽  
Older Individuals ◽  
Staff Members ◽  
Self Development ◽  
And Behaviors ◽  
Aging Anxiety ◽  
Negative Impacts ◽  
Systemic Nature

Abstract Ageism, a multidimensional construct, is also understood as a relational process whereby perceptions and behaviors toward older individuals by younger individuals not only damage the self-esteem of elders, but also create a hostile environment for their own future social interactions and their own future self-development as elders. Anti-ageism interventions have the hefty task of improving attitudes and behaviors toward aging within all of these contexts. This presentation will discuss findings from two different anti-ageism interventions both designed to mitigate the negative impacts of ageism. Results from a study on an intergenerational arts-based program found that after participation students demonstrated a positive change in their attitudes toward older adults. Findings from a video-based ageism intervention among a sample of 265 staff members in 15 senior living communities demonstrated decreased internalized aging anxiety as well as decreased ageist behaviors directly after the training and at three month post follow-up. Given the complex and systemic nature of ageism, diversity is necessary in scope and type of intervention in order to reach the broadest audience.

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