Developing the Gifted and Talented Young Learner

Sutherland, Margaret B.

doi:10.4135/9781446216101

Cited by 7 publications

(6 citation statements)

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“…For the literature review, previous scale studies on parental anxiety (Akkök, 1989;Berry & Jones, 1995;Kaner, 2001;Özmen & Özmen, 2012;Spielberger, 1970) and research on the anxieties of parents with gifted children were examined (Bildiren, 2011;Bishop, 2012;Clark, 2013;Çamdeviren, 2014;Porter, 2005;Sutherland, 2008;). In line with the studies examined in the literature, it has been observed that the concerns of parents with "normal" children and parents with specially talented children differ.…”

Section: The Development Process Of the Data Collection Toolmentioning

confidence: 99%

“…In exploratory factor analysis, the oblique rotation (direct oblimin) method was used to better explain the structure of the factor. This method is preferred when factors are interrelated (Tabachnick & Fidell, 2007). Table 3 presents the loadings of items falling under these factors as a result of oblique rotation.…”

Section: Findings Of Exploratory Factor Analysismentioning

confidence: 99%

“…This circumstance may even be described as a "burden" for the parent, as noted by Guthrie (2019). On the other hand, the challenges brought by these distinct needs are often misunderstood or misinterpreted by the surrounding environment, which may lead to parental anxiety (Porter, 2005, p. 208;Sutherland, 2008). Families with gifted children may encounter challenges such as unrealistic expectations of the environment (Aydın & Buğa, 2020), power struggles, sibling conflicts (Ben-Artzey, 2020), the risk of underachievement (Moon & Hall, 1998), parental feelings of inadequacy (Öztabak, 2018), being labeled as "gifted," the responsibility of balancing developmental areas, choosing a school that will develop your extraordinary gifted (Johnsen, 2017) and inadequate environmental support (Bishop, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Families with gifted children may encounter challenges such as unrealistic expectations of the environment (Aydın & Buğa, 2020), power struggles, sibling conflicts (Ben-Artzey, 2020), the risk of underachievement (Moon & Hall, 1998), parental feelings of inadequacy (Öztabak, 2018), being labeled as "gifted," the responsibility of balancing developmental areas, choosing a school that will develop your extraordinary gifted (Johnsen, 2017) and inadequate environmental support (Bishop, 2012). Parents of gifted children are also concerned about finding an educational institution that provides appropriate educational conditions and programming (Bildiren, 2011;Moon & Hall, 1998;Sutherland, 2008). While parents have concerns about their gifted children's future, the thought of not being able to fully support their development also causes anxiety (Çamdeviren, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…There are concerns about enabling children to demonstrate their potential (Clark 2013). In addition to these concerns, another area of anxiety related to the social-emotional development of gifted children has emerged, involving issues such as making friends, socializing, and communication (Shichtman, 1999;Sutherland, 2008). Due to the asynchronous development of gifted individuals, they often struggle to communicate with their peers, and the problems they experience in their friendships also impact their relationships with their parents (Köksal, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Anxiety scale for parents of gifted children (ASPGC): Validity and reliability study

YİĞİT TEKEL,

YILDIZ,

MUTLU BAYRAKTAR

et al. 2024

International Journal of Assessment Tools in Education

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This study aimed to develop a valid and reliable measurement tool to determine the anxiety levels of parents with gifted children. The participants were selected using a convenient sampling method. The sample of this study consisted of 550 parents of gifted middle school students attending 12 Science and Art Centers throughout Turkey in the 2022-2023 academic year. This study utilized the "Anxiety Scale for Parents of Gifted Children," developed by the researchers in this study, which consisted of 30 items, to obtain quantitative data. A Personal Information Form was used for demographic information. The scale’s validity was assessed through face, content, and construct validity, and its reliability was examined using Cronbach's alpha coefficient, item discrimination, and test-retest analyses. Expert opinion and a pilot study were conducted for face and content validity, whereas EFA and CFA were performed for construct validity. The data of 300 randomly selected participants (229 females and 71 males) were used for EFA, while the data of the remaining 250 participants (189 females and 61 males) were used for CFA. As a result of the EFA, eleven items were excluded, and CFA was conducted. The analysis yielded the following fit indices for the scale: RMSEA= .054, GFI= .912, CFI= .937, and IFI= .939. The Cronbach's alpha reliability coefficient was .890. Based on the analyses, a valid and reliable scale comprising 19 items and five factors was developed to assess the anxiety levels of parents with gifted children.

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