A Synthesis of Research on Psychological Types of Gifted Adolescents

Sak, Uğur

doi:10.4219/jsge-2004-449

Cited by 72 publications

(61 citation statements)

References 8 publications

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“…This suggests that the challenge of identifying low-income students with advanced academic potential may resolve in a PBL classroom. Problem-based learning is successful with all students, but is particularly well-suited to gifted students' inquiry-oriented learning style (Gallagher, 2008;Sak, 2004), making it likely that PBL would pique the interest of a low-income gifted student. Initiating learning with student questions about an ill-structured problem opens the door to full participation, regardless of students' background knowledge.…”

Section: Finding Low-income Students With Advanced Academic Potentialmentioning

confidence: 99%

Using Problem-based Learning to Explore Unseen Academic Potential

Gallagher¹,

Gallagher

2013

Interdisciplinary Journal of Problem-Based Learning

126

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Section: Finding Low-income Students With Advanced Academic Potentialmentioning

confidence: 99%

Using Problem-based Learning to Explore Unseen Academic Potential

Gallagher¹,

Gallagher

2013

Interdisciplinary Journal of Problem-Based Learning

126

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“…Viaceré výskumy a názory odborníkov sa totiž zhodujú v tom, že nadaní jedinci sú introvertne zameraní jedinci (napr. Sword, 2014;Sak, 2004;Silverman, 1992Silverman, ,1993 s horšími sociálnymi spôsobilosťami (napr. Schechtnam & Silektor, 2012;Tannenbaum, 1983).…”

Section: Analýza Výsledkov Výskumu a Diskusiaunclassified

Comparison of Emotional Intelligence of Students Enrolled in Special Educational Program for Intellectually Gifted Pupils and Pupils of the Ordinary Educational Environment

Fabik¹

2017

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The aim of our research was to compare total score of emotional intelligence and its subscales among pupils enrolled in special educational program for intellectually gifted pupils and pupils of the ordinary educational environment.. 130 respondents of both sexes (age M=16,09; SD=0,867) participated on this research. We used The Trait Emotional Intelligence Questionnaire -short form to measure emotional intelligence. There were used descriptive statistics and Mann-Whitney test for the elaboration of the results. The results proved significant higher emotional intelligence among individuals enrolled in special forms of education in dimensions of well-being, emotionality, self-control and as well as in total score. Key words giftedness, emotional intelligence, adolescent AnotáciaCieľom výskumu bolo porovnať celkové skóre emočnej inteligencie a jej subškály u žiakov špeciálneho edukačného programu pre intelektovo nadaných žiakov a žiakov bežného edukačného prostredia. Výskumu sa zúčastnilo 130 respondentov (vek M=16,09; SD=0,867) oboch pohlaví. Na meranie emočnej inteligencie bol použitý sebavýpovedný dotazník The Trait Emotional Intelligence Questionnaire -short form. Štatisticky boli výsledky spracované deskriptívnou štatistikou a Mann-Whitneyho testom. Výsledky preukázali signifikantne vyššiu emočnú inteligenciu u jednotlivcov špeciálnej formy vzdelávania v dimenziách well-being, emocionalita, sebakontrola, rovnako aj v celkovom skóre. Kľúčové slová nadanie, emočná inteligencia, adolescentVymedzenie emočnej inteligencie V súčasnej odbornej literatúre neexistuje jednoznačná definícia pojmu emočná inteligencia (ďalej len EI). Miesto toho odborná literatúra ponúka tri základné koncepty emočnej inteligencie: "ability model" (modely, ktoré chápu EI ako schopnosť); "trait model" (modely EI, ktoré ju chápu ako črtu resp. vlastnosť) a "mixed model" (zmiešaný model). Klasický "ability model" pochádza z roku 1990 od J. Mayera a P. Saloveya (1997). Neskôr, v roku 1997 P. Salovey a J. Mayer vydali revíziu svojho pôvodného modelu EI. V tomto prepracovanom modeli považovali EI za schopnosť rozpoznať významy

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“…Silverman, 1990;Tuttle & Becker, 1980;Rogers, 1986;Roeper, 1991;Clark, 2006;Jacobsen, 2000;Sak, 2004]. An Internet search allowed me to collect about twenty such lists, which I have compiled further by putting similar traits together in one category, and then selecting the categories that have entries from at least two independent lists.…”

Section: Basic Traits Of the Giftedmentioning

confidence: 99%

“…Gifted people are very perceptive [Sak, 2004], showing an excellent sense of observation. They notice things that others are not aware of, and their overall perception of the world seems quite different, in the sense of richness and detail, from the one of ordinary people.…”

Section: Perception and Emotionmentioning

confidence: 99%

Determination of potential of student on the basis of data about result and psychological comfort of education

Samokhin¹,

Sergeyeva²,

Sokolova³

2017

Alma mater (Moskva)

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ABSTRACT. Giftedness, the potential for exceptional achievement, is characterized by high intelligence and creativity. Gifted people exhibit a complex of cognitive, perceptual, emotional, motivational and social traits. Extending neurophysiological hypotheses about the general intelligence (g) factor, a construct is proposed to explain these traits: neural propagation depth. The hypothesis is that in more intelligent brains, activation propagates farther, reaching less directly associated concepts. This facilitates problem-solving, reasoning, divergent thinking and the discovery of connections. It also explains rapid learning, perceptual and emotional sensitivity, and vivid imagination. Flow motivation is defined as the universal desire to balance skills and challenges. Gifted people, being more cognitively skilled, will seek out more difficult challenges. This explains their ambition, curiosity and perfectionism. Balance is difficult to achieve in interaction with non-gifted peers, though, explaining the gifted's autonomy, non-conformism and feeling of alienation. Together with the difficulty to find fitting challenges this constitutes a major obstacle to realizing the gifted's potential. The appendix sketches a simulation using word association networks to test the propagation depth model by answering IQ-test-like questions.

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A Synthesis of Research on Psychological Types of Gifted Adolescents

Cited by 72 publications

References 8 publications

Using Problem-based Learning to Explore Unseen Academic Potential

Using Problem-based Learning to Explore Unseen Academic Potential

Comparison of Emotional Intelligence of Students Enrolled in Special Educational Program for Intellectually Gifted Pupils and Pupils of the Ordinary Educational Environment

Determination of potential of student on the basis of data about result and psychological comfort of education

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