Being Labeled Gifted or Talented: Meanings and Effects Perceived by Students in Special Programs

Guskin, Samuel L.; Okolo, Cynthia M.; Zimmerman, Enid; Peng, Chao

doi:10.1177/001698628603000203

Cited by 54 publications

(43 citation statements)

References 14 publications

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“…People with labels may view themselves differently, and different options such as special programs may become available to them. The label of gifted has the potential to change the life course of a child through choices made and opportunities offered (Guskin Okolo, Zimmerman, & Peng, 1986). Together, these theories can be used to explain how and why individuals may feel the way they do about labels.…”

Section: Theoretical Foundationmentioning

confidence: 99%

Children With Gifts and Talents: Looking Beyond Traditional Labels

Gates¹

2010

Roeper Review

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Section: Theoretical Foundationmentioning

confidence: 99%

Children With Gifts and Talents: Looking Beyond Traditional Labels

Gates¹

2010

Roeper Review

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“…Moreover, they considered this dimension of little importance. The physical sphere did not, however, give rise to a more negative evaluation by profile 3 adolescents on the SDQII and the questionnaire by Guskin et al (1986).…”

Section: Resultsmentioning

confidence: 66%

“…3-The self-evaluation questionnaire concerning the perception of self and of giftedness (Guskin et al 1986) facilitates the understanding of the perceptions of self and of giftedness on the part of these adolescents and the overlapping of these two dimensions. The French version of the questionnaire is composed of:…”

Section: Methodsmentioning

confidence: 99%

“…9 As the tools were completed at the participants' homes, we cannot guarantee that this tool was completed first.10 The initial questionnaire contained 6-point Likert scales. We have reduced the number of modalities to 4 in order to reconcile these modalities with those chosen for the self-evaluation questionnaire concerning the conception of self and giftedness, developed byGuskin et al (1986), presented above.…”

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confidence: 99%

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Forms of self-concept in gifted high school students enrolled in heterogeneous classes

Villatte¹,

Hugon²,

Léonardis³

2011

Eur J Psychol Educ

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Prior research has been devoted to understanding how to facilitate the integration of gifted young people (Intelligence Quotient, ≥130) into classroom settings. This study investigated a typology of self-concept in gifted French high school students. Eighty-four participants, between the ages of 13 and 18 (mean age, 15.5; SD, 1.04), enrolled in heterogeneous classes completed the Genèse des Perceptions de Soi (genesis of the selfconcept (GPS) technique (L'Ėcuyer 1990), the Self-Description Questionnaire II (Marsh 1992), and the self-evaluation questionnaire concerning the perception of self and of giftedness (Guskin et al., Gifted Child Quarterly, 30(2):61-65, 1986). Using Descending Hierarchical Classification analysis (Alceste software), this study revealed five main types of self-concept for gifted young people. This study demonstrates the importance of considering the personal points of view of gifted adolescents in order to better comprehend the heterogeneous nature of their self-concept and emphasizes the need to use the specific profiles of these youth to adapt the way in which we respond to them.

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“…Some researchers (Ablard, 2002;Dai & Feldhusen, 1996;Feldhusen & Dai, 1997;Guskin, Okolo, Zimmerman, & Peng, 1986;Kerr, Colangelo, & Gaeth, 1988) have indicated identified gifted students may possess incremental mindsets, while others (Mudrak, 2011;Snyder, Barger, Wormington, Schwartz-Bloom, & Linnenbrink-Garcia, 2013) have conducted research that indicates the opposite may be true. The discrepancies evident in past studies regarding the mindset of gifted students may be explained as a byproduct of how mindset is measured.…”

Section: Effort and Motivationmentioning

confidence: 99%

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

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ii ACKNOWLEDGEMENTS It is rare-if not impossible-that we find ourselves at the end of our formal education without a sizable list of individuals without whom such a moment would certainly have been impossible. My acknowledgments are no different and begin, undoubtedly, with my parents. To my mother: thank you, thank you, thank you for never allowing me to give up when it felt like the easiest option. Throughout my confusions and doubts, you knew that I could make it, even when-especially when-I was quite certain I couldn't. Thank you for being my role model of what a good educator should be and for reminding me that nothing good comes without a good amount of hard work. To my father, thank you for teaching me the value of curiosity. Your seemingly endless questioning of the world around you has inspired me to always seek more knowledge, and thank you for always supporting the decisions I have made, as blind and wandering as they must have often seemed. To my brothers: thank you for being the constant source of laughter in my life. Thank you, Yasser, for being the image of high achievement that has constantly motivated me (probably since birth, and I still haven't caught up) and thank you, Samer, for being my reason for wanting to always push myself further so I can hopefully set some form of a decent example (which, as it turns out, you have already far exceeded).To Caroyln, I could not possibly have had a better mentor. You have-in perfect measure-challenged me in the constant pursuit of becoming a better scholar and identifying what it is, precisely, that I wish to do with my life, and I am grateful for every opportunity you have given me in this endeavor. I can't remember the last time I was so thoroughly challenged, which is, perhaps, why I have grown as much as I have over the course of the past four years.Thank you for providing the perfect place in which this could happen and for guiding me, along the way, to finally seeing myself as a researcher.iii To Carol, thank you for constantly bringing to life the joy of teaching. It might not always be an easy profession, but it is an immensely enjoyable one, so thank you for reminding me of that every time I was in your class. To Peter, thank you for telling me, in my very first year at UVA, that I had what it took to earn a Ph.D. You may not have known it at the time, but that message came at a point when I had the greatest doubts, so thank you for motivating me. And to Vivian, thank you for your patience in constantly responding to my endless stream of statistics questions; I could not have completed this project without your feedback and guidance. To Annalissa and the members of Project PLACE: no amount of thanks would suffice for all of the work you put into collecting and organizing the data, as well as answering my frequent-and frantic-e-mails, but thank you nonetheless.As an educator, I could not possibly write my acknowledgements without thanking every single teacher or administrator that has taught or guided me, in one discipline or another, since I fir...

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Being Labeled Gifted or Talented: Meanings and Effects Perceived by Students in Special Programs

Cited by 54 publications

References 14 publications

Children With Gifts and Talents: Looking Beyond Traditional Labels

Children With Gifts and Talents: Looking Beyond Traditional Labels

Forms of self-concept in gifted high school students enrolled in heterogeneous classes

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

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