The moral sensitivity of gifted children and the evolution of society

Silverman, Linda Kreger

doi:10.1080/02783199409553636

Cited by 169 publications

(133 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Of the ten components of socio-emotional issues studied, the measurement by sequence or ranking shows GTS face considerable pressure in five issues which are social justice, perfectionism, anxiety, procrastination, motivation, followed by emotional issues, self-concept issues, social issues, underachiever issues, and family relationships issues. This finding is consistent with previous studies on GTS socio-emotional issues by cause GTS to experience pressure in adapting to their environment or adjustments in social relationships (Clark, 1992;Silverman, 1994). This is because the higher the level of GTS' IQ (intellectual quotient), the higher the risk for social and emotional adjustment problems which is related to emotional intelligence (EQ) (Hollingworth, 1942;Jihad Turki & Lama Majed Al-Qaisy, 2012).…”

Section: Discussionsupporting

confidence: 90%

Personal Identity and Socio-Emotional Issues Among Malaysian Gifted and Talented Students

Yusof¹,

Ishak²,

Zahidi³

et al. 2017

EJSBS

View full text Add to dashboard Cite

Personal identity serves as a foundation of character building that becomes a symbol of personality for a person or a nation. This study aims to identify the level of personal identity and its relationship with socioemotional issues faced by gifted and talented students in Malaysia. One hundred and ninety four students from the secondary education program at PERMATApintar National Gifted Centre, Universiti Kebangsaan Malaysia were selected to respond to two research surveys, namely Students' Personal Identity Instrument with 72 items, comprising six Personal Identity components, and Students' Socio-emotional Issues Instrument with 60 items, comprising ten socio-emotional issues components. Students responded to the surveys using a 5 point Likert scale. Descriptive and inferential statistical analyses were used to determine the mean and correlation between variables (SPSS version 19.0). The results showed that gifted and talented students scored high on Personal identity (3.86, sd value of 6.41) and average on socio-emotional issues (2.71, sd: 7:39). Out of five components of self-identity, spiritual identity obtained the highest mean score (4.13), while leadership identity earned the lowest mean score (3.63). As for socio-emotional issues, social justice pressure obtained the highest score of 4.13 while family relationship pressure obtained the lowest score of 2.09. Pearson correlation analysis showed a significant negative correlation between personal identity and socio-emotional * Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 . issues among gifted and talented students. The results of this study emphasize the importance of a selfdevelopment program for gifted and talented students as well as the crucial role of guidance and counselling services for students.

show abstract

Section: Discussionsupporting

confidence: 90%

Personal Identity and Socio-Emotional Issues Among Malaysian Gifted and Talented Students

Yusof¹,

Ishak²,

Zahidi³

et al. 2017

EJSBS

View full text Add to dashboard Cite

show abstract

“…Pode-se levantar a hipótese de que esse resultado seja devido aos itens de empatia do SSRS-BR estarem se referindo a condições e sentimentos "negativos" de tristeza, por exemplo, "Eu fico triste pelos outros quando coisas ruins lhe acontecem, Eu ouço meus amigos quando eles falam de problemas deles" e "Eu tento entender como meus amigos se sentem quando estão zangados, aborrecidos ou tristes". A sensibilidade a essas emoções nos outros (ainda que positiva do ponto de vista de um repertório elaborado de empatia) pode ter estimulado a percepção de afeto negativo aumentado e de situações de injustiça para essas crianças (Silverman, 1994). De todo modo, trata-se de uma questão empírica a ser mais bem investigada.…”

Section: Discussionunclassified

Habilidades Sociais e Bem-Estar Subjetivo de Crianças Dotadas e Talentosas

França-Freitas

Prette

2017

Psico-USF

View full text Add to dashboard Cite

ResumoO desenvolvimento socioemocional de crianças dotadas e talentosas ainda é objeto de controvérsias na literatura especializada. Este estudo visou avaliar a relação entre habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas e identificar o poder preditivo da primeira variável sobre a segunda. Participaram 269 crianças, de ambos os sexos, identificadas como dotadas e talentosas, de oito a 12 anos, que responderam a instrumentos padronizados de medida das habilidades sociais e de bem-estar subjetivo. Os resultados mostraram que um repertório elaborado de habilidades sociais está associado à percepção de maior bem-estar subjetivo, podendo inclusive predizê-lo, ou seja, aumentando a probabilidade de relato de afetos positivos, autoconfiança, autoestima e bom-humor, entre outros aspectos. Palavras-chave: habilidades sociais, bem-estar subjetivo, dotação, talento Social Skills and Subject Well-Being of Gifted and Talented Children Abstract The socioemotional development of gifted and talented children has been an object of controversy in literature. We aimed (1) to assess the relationship between social skills and subjective well-being in gifted and talented children as well as (2) to identify the predictive power of the first variable on the second. The participants were 269 children identified as gifted and talented with a mean age of 11 years (SD=0.91). They answered to standardized instruments of social skills and subjective well-being. One found that an elaborate repertoire of social skills is associated with the perception of greater subjective well-being and may also predict this second variable. Therefore an elaborate repertoire of social skills may increase the likelihood of self reported positive affect, self-confidence, self-esteem and good mood, among other aspects. Keywords: social skills, subject well-being, giftedness, talent Habilidades Sociales y el Bienestar Subjetivo de Niños Dotados y TalentososResumen El desarrollo socioemocional de los niños dotados y talentosos sigue siendo objeto de controversia en la literatura especializada. Este estudio tuvo como objetivo evaluar la relación entre las habilidades sociales y el bienestar subjetivo de esos niños e identificar el poder predictivo de la primera variable sobre la segunda. Participaron 269 niños de ambos sexos identificados como dotados y talentosos con edades entre 8 y 12 años (DT=0,91). Los niños respondieron instrumentos de medición estandarizados de habilidades sociales y de bienestar subjetivo. Los resultados indicaron que un elaborado repertorio de habilidades sociales se encuentran asociadas a la percepción de un mayor bienestar subjetivo, e incluso pueden predecirlo, o sea aumentando cada vez más la probabilidad de reportar las emociones afectivas, confianza en sí mismo, autoestima y buen humor, entre otros aspectos Palabras clave: habilidades sociales, bienestar subjetivo, dotación, talento Ao considerar os aspectos socioemocionais da vida dos indivíduos dotados e talentosos, uma análise da literatura da área ind...

show abstract

“…The association between moral reasoning and education has been widely studied, and contrasting findings have been reported in the literature. Some studies support and others reject the moral reasoning-education hypothesis [11,12]. However, a meta-analytical study undertaken by Ketefian [13], which specifically investigated associations between education, moral reasoning, and ethical practice (with ethical practice and moral reasoning specified as dependent variables) found general supportive evidence for these associations.…”

Section: Ethical Leadership Development Through University Educationmentioning

confidence: 99%

Ethical Leadership in Crisis Management: The Role of University Education

Coldwell¹

2017

Contemporary Leadership Challenges

View full text Add to dashboard Cite

Ethical leadership is a necessary ingredient for successful crisis management. The study outlines generalizable prescriptive remedial steps that can be taken by business leaders faced by crises. But these remedial steps are simply the "bricks and mortar" of effective crisis management. The "pulsating soul" of ethical leadership is required to give such remedial steps the necessary moral compass for the initiation and sustained directional focus required for successful crisis management operationalization. The study's objective and purpose are twofold. First, it outlines a model of crisis management derived from recent case studies of best practice and briefly indicates how such practices reduce financial losses to the organizations concerned if correctly implemented by ethical leaders. Second, the study aims to show how ethical leadership required for effective crisis management might be nurtured through specific ethics-oriented postgraduate university instruction. The study suggests that these two aspects, ethical leadership and prescriptive steps to follow in the event of a crisis, are not only mutually reinforcing but also indispensable in effective crisis management.

show abstract

The moral sensitivity of gifted children and the evolution of society

Cited by 169 publications

References 23 publications

Personal Identity and Socio-Emotional Issues Among Malaysian Gifted and Talented Students

Personal Identity and Socio-Emotional Issues Among Malaysian Gifted and Talented Students

Habilidades Sociais e Bem-Estar Subjetivo de Crianças Dotadas e Talentosas

Ethical Leadership in Crisis Management: The Role of University Education

Contact Info

Product

Resources

About