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Discusses 2 issues that have hindered the past development of gifted education—the use of IQ tests as the sole criterion for determining giftedness and criticisms of the tracking system. Current problems are noted with respect to the liberalization of the criteria and the trivialization of the concept of giftedness. It is suggested that the future of gifted education will depend on a new conceptualization of giftedness, derived from developmental psychology, that will attend to affective as well as cognitive factors. (21 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Evaluated 184 15–17 yr old gifted adolescents' views of their own giftedness and their perceptions regarding how giftedness is viewed by others. Results indicate that their views of giftedness were not unidimensional. Ss were positive about their giftedness but did not believe that others were positive. Also, Ss viewed giftedness as positive with regard to their personal growth and academic performance but as negative in social relations with others. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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[book section covering several chapters] "Self-Concept of Gifted Students: Patterns by Self-Concept Domain, Grade Level, and Gender" / Nicholas Colangelo and Susan Assouline "Intelligence, Gender and Self-Esteem" / Fellyanka Stoyanova "Self-Concept of Chinese and Dutch Gifted and Non-Gifted Children" / Willy Peters, Hongli Ma, Franz Mönks and Guohua Ye "The Relationship Between Family Structure and Self-Esteem in Gifted Children" / Alper Sahin (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)
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Tipo de recurso
- Book Section (1)
- Journal Article (2)
Año de publicación
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Entre 1900 y 1999
- Entre 1980 y 1989 (2)
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Entre 1990 y 1999
(1)
- 1995 (1)