Advantages and Disadvantages of Being ‘Gifted’: Perceptions of the Label by Gifted Pupils

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F22%3A63546398" target="_blank" >RIV/70883521:28150/22:63546398 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/02671522.2022.2065523" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/02671522.2022.2065523</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/02671522.2022.2065523" target="_blank" >10.1080/02671522.2022.2065523</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Advantages and Disadvantages of Being ‘Gifted’: Perceptions of the Label by Gifted Pupils

Popis výsledku v původním jazyce

In addition to the opportunities afforded to them, the development of care for gifted pupils is also associated with the problematic handling of the ‘gifted’ label. These associations could affect several aspects of her/his life. The aim of this qualitative study was to discover the positive and negative consequences of the labelling of gifted pupils and to find their coping strategies, which would eliminate the negative consequences of labelling. Two hundred and eight intellectually gifted pupils aged ten to fifteen participated in the research. They were pupils of regular, inclusive elementary schools from the Czech Republic. The source of data was a questionnaire with open-ended questions. The positive aspects of labelling mainly concerned the academic and personal spheres, for instance, feeling good about oneself and extensive opportunities with regard to further education. Negative consequences affected the personal (problems resulting from giftedness) and academic (perfectionism, high expectations) areas, but above all, the social sphere. We discovered that gifted pupils are singled out from their peer groups, used for school work, and even bullied. The gifted pupils developed several coping strategies to deal with the negative consequences of labelling, such as helping others, conforming and denying their giftedness.

Název v anglickém jazyce

Advantages and Disadvantages of Being ‘Gifted’: Perceptions of the Label by Gifted Pupils

Popis výsledku anglicky

In addition to the opportunities afforded to them, the development of care for gifted pupils is also associated with the problematic handling of the ‘gifted’ label. These associations could affect several aspects of her/his life. The aim of this qualitative study was to discover the positive and negative consequences of the labelling of gifted pupils and to find their coping strategies, which would eliminate the negative consequences of labelling. Two hundred and eight intellectually gifted pupils aged ten to fifteen participated in the research. They were pupils of regular, inclusive elementary schools from the Czech Republic. The source of data was a questionnaire with open-ended questions. The positive aspects of labelling mainly concerned the academic and personal spheres, for instance, feeling good about oneself and extensive opportunities with regard to further education. Negative consequences affected the personal (problems resulting from giftedness) and academic (perfectionism, high expectations) areas, but above all, the social sphere. We discovered that gifted pupils are singled out from their peer groups, used for school work, and even bullied. The gifted pupils developed several coping strategies to deal with the negative consequences of labelling, such as helping others, conforming and denying their giftedness.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

<a href="/cs/project/TL03000191" target="_blank" >TL03000191: Nálepkování intelektově nadaných dětí ve školním prostředí</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Research Papers in Education

ISSN

0267-1522

e-ISSN

1470-1146

Svazek periodika

Neuveden

Číslo periodika v rámci svazku

Neuvedeno

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

22

Strana od-do

"Nestránkováno"

Kód UT WoS článku

000784106600001

EID výsledku v databázi Scopus

2-s2.0-85129592516