The Heterogeneity of Self-Portraits of Gifted Students in France

Courtinat-Camps, Amélie; Massé, Line; Léonardis, Myriam de; Capdevielle-Mougnibas, Valérie

doi:10.1080/02783193.2016.1247396

Cited by 12 publications

(16 citation statements)

References 44 publications

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“…Further research adopting a longitudinal approach might shed light on this complex issue. Given the heterogeneity of this population, a profile‐based approach relying on general social development could be useful to differentiate between the developmental trajectories of gifted students (Courtinat‐Camps et al., 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Gifted individuals, that is, those who display high abilities in one or more domains (Gagné, 2004; Guignard et al., 2016; Pereira‐Da Costa & Lubart, 2016), remain a source of popular fascination, and of questioning for practitioners and researchers. Educators focusing on the early learning experiences of young gifted children have questioned the ability of traditional pedagogies to cater for this population (Courtinat‐Camps et al., 2017; Eddles‐Hirsch et al., 2010; Vantassel‐Baska, 2013), while some psychologists have suggested that these children may have difficulties in the traditional school system and encounter socio‐emotional problems (Eren et al., 2018; Neihart et al., 2002; Vaivre‐Douret, 2011). Researchers have yet to establish whether giftedness is a risk factor or a protective factor for wellbeing (Baudson, 2016; Kermarrec et al., 2020; Neihart, 1999).…”

Section: Introductionmentioning

confidence: 99%

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School life satisfaction and peer connectedness of intellectually gifted adolescents in France: Is there a labeling effect?

Guignard

Bacro

Guimard

2021

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Intellectual giftedness is commonly associated with a high level of intellectual functioning, an identification process whereby individuals are labeled as gifted, and adjustments in schools such as grade skipping. During adolescence, all these factors are prone to reduce peer connectedness and school life satisfaction. The aim of the present study was to disentangle the effects of these factors in a sample of 492 sixth and 10th graders. We identified three subsamples based on different characteristics associated with giftedness: students previously identified as gifted (n = 66), students who scored in the top 10% on a general intelligence test (n = 49), and students who had skipped a grade (n = 57). Comparative analysis showed that none of these subsamples differed from their respective control groups on school life satisfaction. Students labeled as gifted reported a lower level of peer connectedness, and the latter's contribution to school life satisfaction was significantly stronger within this subsample. These results underscore the importance of social integration for adolescents identified as intellectually gifted and exclude grade skipping as a risk factor. Moreover, high intellectual level does not seem to impact either school life satisfaction or peer connectedness.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

School life satisfaction and peer connectedness of intellectually gifted adolescents in France: Is there a labeling effect?

Guignard

Bacro

Guimard

2021

New Drctns Chld & Adlscnt

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“…The qualitative analysis was performed using ALCESTE software (Reinert, 2003). Use of this program has been widely described (Illia et al, 2014; Courtinat-Camps et al, 2017; Zambrano, 2017).…”

Section: Methodsmentioning

confidence: 99%

“…It is really useful when it is necessary to analyze large passages of text. This procedure has been used in different topics like the study of diagnosis of Down Syndrome (Torres and Maia, 2009), in health psychology (Parrello and Osorio-Guzmán, 2013) and, specifically in gifted education (Villate and De Leonardis, 2012; Courtinat-Camps et al, 2017).…”

Section: Methodsmentioning

confidence: 99%

Educational Responses to Students With High Abilities From the Parental Perspective

et al. 2019

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Students who have high abilities demand educational responses, both inside and outside of the classroom. The best type of educational strategy depends on the characteristics of the students, the school, the educational system, and the country. For this reason, the level of attention paid to high-ability students can vary across nations. To guarantee the efficacy of programs that are implemented both inside and outside of school, it is essential to offer to these students the support that they need. The students' parents are a fundamental component of this scenario. This study evaluates the educational support provided to students with high abilities from a parental perspective. This study's aim is to evaluate the opinions that parents in several countries hold about the educational responses to gifted students, as well as to compare the types of strategies implemented in these countries' respective educational systems. Parents of students with high abilities completed an ad hoc online questionnaire that was designed to identify the types of educational responses, the students' participation in enrichment programs (inside and outside of school), the parents' level of satisfaction with these programs, and any difficulties or problems that occurred. A mixed methodology was used, with both quantitative and qualitative survey questions. ALCESTE software was used to analyze the open-ended (qualitative) questions. This research, which was directed by the Network of Research, Intervention and Evaluation in High Intellectual Abilities, focused on three countries: Mexico, Argentina, and Spain. Descriptive analysis were carried out for analyzing the questions related with the educational support and demographic information. Qualitative analysis were used to analyze open-ended questions. The results provide evidence on which types of educational responses are being implemented in those countries, how they are being used, and whether they offer appropriate support for the needs of high-ability students.

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“…Una de las ventajas de este enfoque es que evita la subjetividad que supone la construcción de categorías por parte del investigador, al ser el programa informático quien establece las conexiones usando procedimientos estadísticos (Bauer, 2003). Este procedimiento análitico ha tenido un amplio uso en diversas áreas de la Psicología (Parrello y Osorio-Guzman, 2013; Torres y Maia, 2009), incluyendo la investigación en altas capacidades (Courtinat-Camps et al, 2017;Villate y De Leonardis, 2012).…”

Section: Análisis De Datosunclassified

La detección de altas capacidades por parte de los progenitores, ¿Es exacta su apreciación?[Is the Detection of High Capacities by Parents, is your Appreciation Accurate?]

et al. 2021

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Nomination of students with high abilities is the first step to be able to start the process, giving way later to a diagnosis of high capacities and the proposal of educational response adapted to their capacities and needs. In the present study, the criteria of the parents are compared by qualitative methodology to consider that their son or daughter has high intellectual abilities, comparing the answers given by those who believed that their children had high intelligence (IQ score equal to or less than 116). against which the intelligence score of their children is higher than an IQ of 130. The answers have been analyzed with the software ALCESTE, which analyzes the co-occurrences by proximity, using the statistic Ji square. In both groups, three classes are given, with different contents, both coinciding in the ease of solving problems or reasoning, but while in the first group they are based on aspects more related to the teaching environment (detection by teachers or boredom), those of the group with the highest IQ are based on knowledge of their higher score and previous attendance at programs for outstanding. We conclude that it is important to inform the parent population about contrasting indicators of existence of high capacities.

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The Heterogeneity of Self-Portraits of Gifted Students in France

Cited by 12 publications

References 44 publications

School life satisfaction and peer connectedness of intellectually gifted adolescents in France: Is there a labeling effect?

School life satisfaction and peer connectedness of intellectually gifted adolescents in France: Is there a labeling effect?

Educational Responses to Students With High Abilities From the Parental Perspective

La detección de altas capacidades por parte de los progenitores, ¿Es exacta su apreciación?[Is the Detection of High Capacities by Parents, is your Appreciation Accurate?]

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