Denying Giftedness As A Social Strategy of Gifted Pupils

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F17%3A63518159" target="_blank" >RIV/70883521:28150/17:63518159 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.tojet.net/special/2017_10_1.pdf" target="_blank" >http://www.tojet.net/special/2017_10_1.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Denying Giftedness As A Social Strategy of Gifted Pupils

Popis výsledku v původním jazyce

The article presents the results of a research survey, which was realized on a sample of gifted pupils (n = 208) from the Czech Republic, from the level of education ISCED2 (lower secondary), from classical schools and schools specialized in education of gifted pupils. The survey was conducted using the Social Coping Questionnaire, which includes factor called Denying Giftedness. The analysis focuses on this factor separately based on the previous exploratory factor analysis. The results show, that a third of gifted pupils declare certain tendencies to deny their giftedness. More than 80 % of the research sample attributes giftedness to other people and does not speak about their own giftedness publicly. The results do not differ significantly in terms of type of school or in the group of pupils with special educational needs. However, they differ in terms of gender where girls tend to deny their giftedness more than boys in all questionnaire items. Furthermore, it appears that with the growing school age, there is a growing percentage of pupils who do not tell people about their giftedness.

Název v anglickém jazyce

Denying Giftedness As A Social Strategy of Gifted Pupils

Popis výsledku anglicky

The article presents the results of a research survey, which was realized on a sample of gifted pupils (n = 208) from the Czech Republic, from the level of education ISCED2 (lower secondary), from classical schools and schools specialized in education of gifted pupils. The survey was conducted using the Social Coping Questionnaire, which includes factor called Denying Giftedness. The analysis focuses on this factor separately based on the previous exploratory factor analysis. The results show, that a third of gifted pupils declare certain tendencies to deny their giftedness. More than 80 % of the research sample attributes giftedness to other people and does not speak about their own giftedness publicly. The results do not differ significantly in terms of type of school or in the group of pupils with special educational needs. However, they differ in terms of gender where girls tend to deny their giftedness more than boys in all questionnaire items. Furthermore, it appears that with the growing school age, there is a growing percentage of pupils who do not tell people about their giftedness.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Turkish Online Journal of Educational Technology : Special Issue for INTE 2017

ISSN

2146-7242

e-ISSN

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Svazek periodika

2017

Číslo periodika v rámci svazku

October

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

6

Strana od-do

694-699

Kód UT WoS článku

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EID výsledku v databázi Scopus

2-s2.0-85047171325