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Denying giftedness as a social strategy of gifted pupils

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dc.title Denying giftedness as a social strategy of gifted pupils en
dc.contributor.author Kočvarová, Ilona
dc.contributor.author Machů, Eva
dc.contributor.author Bártlová, Natálie
dc.relation.ispartof Turkish Online Journal of Educational Technology
dc.identifier.issn 2146-7242 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2017
utb.relation.volume 2017
utb.relation.issue October Special Issue INTE
dc.citation.spage 694
dc.citation.epage 699
dc.type article
dc.language.iso en
dc.publisher Sakarya University
dc.description.abstract The article presents the results of a research survey, which was realized on a sample of gifted pupils (n = 208) from the Czech Republic, from the level of education ISCED2 (lower secondary), from classical schools and schools specialized in education of gifted pupils. The survey was conducted using the Social Coping Questionnaire, which includes factor called Denying Giftedness. The analysis focuses on this factor separately based on the previous exploratory factor analysis. The results show, that a third of gifted pupils declare certain tendencies to deny their giftedness. More than 80 % of the research sample attributes giftedness to other people and does not speak about their own giftedness publicly. The results do not differ significantly in terms of type of school or in the group of pupils with special educational needs. However, they differ in terms of gender where girls tend to deny their giftedness more than boys in all questionnaire items. Furthermore, it appears that with the growing school age, there is a growing percentage of pupils who do not tell people about their giftedness. © The Turkish Online Journal of Educational Technology. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1007949
utb.identifier.obdid 43877926
utb.identifier.scopus 2-s2.0-85047171325
utb.source j-scopus
dc.date.accessioned 2018-07-27T08:47:34Z
dc.date.available 2018-07-27T08:47:34Z
utb.contributor.internalauthor Kočvarová, Ilona
utb.contributor.internalauthor Machů, Eva
utb.contributor.internalauthor Bártlová, Natálie
utb.fulltext.affiliation Ilona KOČVAROVÁ Department of School Pedagogy Faculty of Humanities Tomas Bata University in Zlín Czech Republic kocvarova@fhs.utb.cz Eva MACHŮ Department of School Pedagogy Faculty of Humanities Tomas Bata University in Zlín Czech Republic machu@fhs.utb.cz Natálie BÁRTLOVÁ Department of School Pedagogy Faculty of Humanities Tomas Bata University in Zlín Czech Republic
utb.fulltext.dates -
utb.fulltext.references Betts, G.T. & Neihart, M. (1988). Profiles of the Gifted and Talented. Gifted Child Quarterly. 11, 2, 248 – 253. Bocan, M. (2011). Hodnotové orientace dětí ve věku 6-15 let. Národní Institut Dětí a Mládeže. Available at: <http://www.vyzkummladez.cz/registr_detail.php?kod=&lang=CZ&id =236>. Clark, B. (2013). Growing up gifted. Developing the potential of children at home and at school. California: Pearson. Coleman, L. J., & Cross, T. L. (1988). Is being gifted a social handicap? Journal for the Education of the Gifted, 11, 41–56. Cross, T. L. & Swiatek, M. A. (2009). Social Coping Among Academically Gifted Adolescents in a Residential Setting: A Longitudinal Study. The Gifted Child Quarterly. 53, 1, 25-33. Cross, T. L. (2011). On the Social and Emotional Lives of Gifted Children. USA: Prufrock press. Davis G. A., Rimm S. B. & Sielge, D. (2011). Education of the Gifted and Talented. New Jersey: Pearson. Freeman, J. (1998). Educating the Very Able. Current International research. London: Stationery Office. Gardynik, U.M. & McDonald, L. (2005). Implications of Risk and Resilience in the Life of the Individual Who is Gifted/Learning Disabled. Roeper Review. 27, 4, 206-214. Gates, J. (2010). Children With Gifts and Talents: Looking Beyond Traditional Labels. Roeper Review. 32, 3, 200 - 206. Hudak, G. & Kihn, P. (2001). Labeling: Pedagogy and Politics. USA: Routledge. Kerr, B. (2000). Guiding Gifted Girls and Young Women. In Heller, K. A., Mönks, F. J., Sternberg, R. J., Subotnik, R. F. International Handbook of Giftedness and Talent. (649 – 658). Oxford: Elsevier. Moulton, P. et al. (1998). Gifted & Talented: Exploring the Positive and Negative Aspects of Labeling. Roeper Review. 21, 2, 153 – 154. Porter, L. (1999). Gifted Young Children. A guide for teachers and parents. Buckingham: Open University Press. Renzulli, J.S. (Ed.) (2004). Identification of Students for Gifted and Talented Programs. California: Corvin Press. Rudasill, K. M., Foust, R. C., & Callahan, C. M. (2007). The Social Coping Questionnaire: An Examination of Its Structure With an American Samle of Gifted Adolescents. Journal for the Education of the Gifted. 30, 3, 353-371. Swiatek, M. A. (2002). Social Coping Among Gifted Elementary School Students. Journal for the Education of the Gifted. 26, 1, 65-86. Swiatek, M. A. & Cross, T. L. (2007). Construct Validity of the Social Coping Questionnaire. Journal for the Education of the Gifted. 30, 4, 427-449. Šramová, B. & Hamranová, A. (2015). Value orientation of adolescents in digital age. In: Marketing Identity: Digital Life - part 2, 507-514. Trnava: UCM.
utb.fulltext.sponsorship Thanks to Bc. Natálie Bártlová, student of FHS TBU in Zlín, for the participation on data collection. The publication has been produced with the support of the project IGA, No. IGA/FHS/2016/002.
utb.scopus.affiliation Department of School Pedagogy, Faculty of Humanities, Tomas Bata University in Zlín, Czech Republic
utb.fulltext.projects IGA/FHS/2016/002
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