Human Values and Compassionate Love in Highly Gifted Students and Normal Student

Özbey, Adnan; Sarıçam, Hakan

doi:10.12973/edupij.2016.52.3

Cited by 6 publications

(8 citation statements)

References 25 publications

(27 reference statements)

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“…The subjective self-concept of gifted children can be characterized as "supra-situational", as they anticipate a certain own mission, which is reflected in the categories of meaning and obligation. The results of the study are consistent with D. Lovecky [22], A. Ozbey, H. Saricam [28] about the higher level of development of human values in gifted students compared to their typically developing peers.…”

Section: Discussionsupporting

confidence: 86%

Cognitive Representation of Gifted Primary Schoolchildren’s Identity

Gudzovskaya¹

2021

AJAP

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Intellectual giftedness is a factor that manifests itself not only in a child's ability to solve complex problems, but also in the nature of his/her attitude towards himself/herself and the world. The aim of our study was to identify the specific features of self-presentation of 7-8 year old gifted children. The aim of the study was to find meaningful differences in self-descriptions of gifted children. The children's narratives on the topic "I am a person" were subjected to quantitative and qualitative analysis. The theme of the story sets the framework for the expression of social and personal identity of the author and allows him or her to emphasize those areas of life which are relevant to him or her at the time of the story-writing. 58 first-grade children took part in the study. The experimental group consisted of 24 children with a GAI (general ability index) score above 130 (WISC). As expected, a distinctive feature of the narrative identity of intellectually gifted children is the similarity of their cognitive representation to that of older children. They find a broader range of distinguishing characteristics and are more likely to use generalized concepts rather than concrete ones. Gifted children are statistically more likely to use basic human characteristics in their stories, to use concepts to express their thoughts, to find distinctive features, to mention the meaning of life, and to emphasize their own opinions. Gifted children are more likely to show signs of overcoming childhood egocentrism and identifying with the global 'human' in their stories. Gifted children make demands of themselves as adults, so they are characterized by fluctuating self-esteem. On the one hand, they emphasize their personal and universal capabilities. On the other hand, they often point out their deficiencies, comparing themselves to "ideal" adults. Intellectual giftedness has been found to be a significant factor influencing self-perception and the formation of a child's social identity. The findings are important for understanding the natural development of gifted children.

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Section: Discussionsupporting

confidence: 86%

Cognitive Representation of Gifted Primary Schoolchildren’s Identity

Gudzovskaya¹

2021

AJAP

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“…Developing gifted children and equipping them with various universal values is of vital importance in terms of the sustainability of the society. In this regard, an utmost level of care is necessary when the moral training of these children is addressed (Ozbey & Saricam, 2016).…”

Section: The Present Studymentioning

confidence: 99%

“…Gifted children are the children who put in a better performance compared to their peers in specific areas or in terms of creativity, intelligence, leadership and arts, and whose abilities in these fields have not been provided by school education (Cakir & Kocabas, 2016;Ogurlu, 2015;Ogurlu, Kaya, Ercan Yalman, & Ayvaz, 2016;Ozbey & Saricam, 2016). In this regard, these children need a different education than others (Turkish Ministry of National Education Science and Arts Center Directives, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children

Karataş

Sarıçam

2016

GJPR

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The main objective of the present study is to investigate the relationship between moral maturity and sense and behaviors of responsibility in gifted children. The secondary objective of the study is to compare the levels of moral maturity, sense of responsibility and behaviors of responsibility of gifted students (GS) and those of students with average intelligence level (SWAIL). The relational survey model has been employed in the study. The data was collected from 200 SWAIL attending the 6th and 7th grades in primary education schools in Ankara and 200 GS attending ‘Science and Art Centers’ (Turkish: BILSEM). The Scale for the Moral Maturity and the Sense and Behaviors of Responsibility was used as the data collection tool. In determining the differences between variables, the Independent samples t-Test was used for the variables which demonstrate normal distribution depending on the Kolmogorov Smirnov coefficients being insignificant at the p<.05 level. The correlation analysis was used in order to determine the correlations between the variables. At the end of the study, GS were found to be more mature in moral terms and to have a higher sense of responsibility compared to SWAIL. In the study, a statistical significant positive correlation (p<.01) was observed between moral maturity and sense and behaviors of responsibility in GS. In addition, a positive correlation (p<.01) was determined between the sense of responsibility and the behaviors of responsibility.

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“…Values are thinking outputs which individuals are mostly unaware of, but they can have a significant influence on individuals' lives. This influence of values can be explained by the fact that values are the determinants of the preferences, evaluations, behaviors and relationships (Ozbey & Saricam, 2016;Yilmaz, 2008). Schwartz (1994) identified the general features of values as appealing to the attention of social environment, directing an individual to a certain behavior by motivating and dominating him affectively, determining the standards in order to adjudicate about a behavior, and being acquired through both dominant social environment and learning experiences of individuals.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Values and Critical Thinking Dispositions of Pre-Service Teachers

Coşkun¹,

Altınkurt²

2016

EDUPIJ

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This study aimed to reveal the relationship between personal values and critical thinking disposition of pre-service teachers. The study was designed using the survey model. The population of this study consisted of pre-service teachers studying at the Faculty of Education at Mugla Sitki Kocman University, Turkey, during the 2015-2016 academic year. The sample of the study consisted of 570 pre-service teachers who were selected by using disproportionate cluster sampling technique. The data of the study were obtained through the administration of the Florida Critical Disposition Scale (UF/EMI) and University Students Values Scale (USVS). USVS was developed within the scope of the present study. Descriptive statistics, t-test, ANOVA, and multivariate regression analysis were used to analyze the data. The study revealed that the preservice teachers attributed highest value to sensitivity. These values were identified to be followed with respect to diversity, trustability, and responsibility. In addition, the level of students' critical thinking dispositions was found to be at the average level. Furthermore, the values of students explained approximately one-third of the criticalthinking dispositions. The values of sensitivity, responsibility and respect for diversity were determined to be the significant predictors of students' critical-thinking dispositions.

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Human Values and Compassionate Love in Highly Gifted Students and Normal Student

Cited by 6 publications

References 25 publications

Cognitive Representation of Gifted Primary Schoolchildren’s Identity

Cognitive Representation of Gifted Primary Schoolchildren’s Identity

The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children

The Relationship between Values and Critical Thinking Dispositions of Pre-Service Teachers

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