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

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.

Actual aspects of the problem of pedagogical support for gifted adolescents

This paper deals with the problem of providing pedagogical support to gifted students, which is a priority task of modern education. Currently, the problem of supporting students is becoming more and more urgent, and the search for solutions to create the most favorable conditions for the development of gifted students, to promote the development of their personality and the realization of their potential in mass schools continues. The work on the development of the natural potential of a growing child should be carefully built, thoroughly individualized, using optimal methodological tools. The paper presents the result of a theoretical analysis for the definition of the concept of pedagogical support, and presents the authors interpretation of the concept of guidance with pedagogical support of gifted students. The result of the research presented in the paper is the development of a model of the individual educational route of gifted students as a tool of pedagogical support, as well as the results of testing the model, while monitoring the effectiveness of educational and cognitive activities of schoolchildren in the framework of the experiment. The materials of the paper are of practical value for students of pedagogical institutes and practicing teachers for the organization of individual work in school.

SELF-EFFICIENCY AND ATTITUDE TO OWN GIFT AT TEENAGERS

Self-efficacy is considered in psychology as a predictor of success and high achievements. The study of self-efficacy, as well as factors related to it, self-reliance, activity and communication gifted teenagers is a relevant and underdeveloped topic. Our study involved 422 gifted adolescents aged 15-17 with mathematical, humanitarian, sports, leadership, and natural science talents. Methodological tools have been chosen methodology M. Madduks and D. Scheer in adaptation L.V. Boyarintseva and R.L. Krichevsky, and a questionnaire to study the attitude of adolescents to own giftedness. According to the results of the study, normative values for adolescence were obtained on self-efficacy scales. The factors characterizing the attitude of adolescents to giftedness were described: giftedness as a resource for achieving social success; the risk of social deprivation among peers; motivational-volitional regulation as a resource of high achievements; confidence in one's own giftedness; experience of competitions as a condition of high achievements; self-realization in a reference environment; risk of physical distress. Differences in self-efficacy were identified in adolescents with different types of giftedness. The practical significance of the results lies in the possibility of their use in the development and implementation of programs of psychological and pedagogical support of teenagers.

An Investigation of Eating Disorders among Gifted Adolescents

Gifted students may experience greater risk of disordered eating, especially during adolescence, which is already a high-risk time for the development of eating disorders. In particular, the novel Covid-19 global pandemic exacerbates stress that may influence adolescents with disordered eating. This study investigated eating disorders of 33 identified gifted adolescents (77% female) in one Midwest state with an online survey using a well-validated instrument, the Eating Disorder Examination-Questionnaire (EDE-Q), that contains subscales of eating restraint, eating concern, shape concern, and weight concern. Narrative responses were included in the data. Results indicated 20% of the gifted adolescents in this study revealed concerning responses about their weight, shape, and dietary restrictions. Voluntary comments revealed apprehension, concerns, and distress among some respondents. Recommendations are provided for teachers, parents, as well as for students themselves.

Emotional intelligence as a psychological resource and the features of its development in intellectually gifted school students

The article touches upon the relevant problems of modern psychological and pedagogical science: support for and development of gifted school students, psychological resources of personality, and emotional intelligence. At present, the problem of the features of emotional intelligence development in gifted students is theoretically and empirically underexplored within the framework of the resource approach. The goal of the study is to research the features of the development of emotional intelligence as a psychological resource in gifted adolescent school students. The following methods were used: emotional intelligence questionnaire, resilience test, D. Raven’s Progressive Matrix Scale; methods of mathematical statistics (analysis of variation, correlation analysis, etc.). The first part of the article presents an overview of studies on the problem of psychological resources and emotional intelligence, the current state of research in these fields is outlined, and the understudies issues and prospects for further studies are indicated. The empirical part presents the study results, the analysis of which reveals the specific features of emotional intelligence development in gifted adolescents compared to regular students. The obtained data indicate certain problems associated with the underdevelopment of emotional intelligence and its components in gifted adolescents which calls for further research and consideration in practical work with gifted students. The provided results of correlation analysis demonstrate a statistically significant association between the indicators of emotional intelligence and resilience. The obtained results point to the need for further study of the specifics of emotional intelligence and the opportunities for its development in gifted and non-gifted school students.