Su búsqueda

En autores o colaboradores
Tipo de recurso
  • Historically, students within the top 1% of general intellectual ability (GIA) have been described as having unusual personality characteristics. It is generally accepted that students within the top 1% of GIA have unusual academic abilities and educational needs; however, the unusual social-emotional needs of students within the top 1% of GIA are not universally recognized and are not well understood. In the field of giftedness, this has contributed to a lack of focus on students with the greatest need for gifted programming and services: the students within the top 1% of GIA. The purpose of this exploratory quantitative study was to examine the personality characteristics of elementary school students within the top 1% of GIA in relation to general education students using three personality measures. The 3rd–5th grade Study Group students qualified for a special program for the highly gifted with a WISC V score in the 99th percentile after a district-wide screener. The 4th and 5th grade Comparison Group students were enrolled in general education classrooms at the same schools. Data were collected using a self-report survey instrument comprised of the fourteen subscales from the Big Five Indicator for children (BFI-child), the Murphy-Meisgeier Type Indicator for Children® (MMTIC®), and the Overexcitabilities Questionnaire 2 (OEQ-II) personality measures. These measures were developed based on three personality theories, the Five Factor Model/Big Five Personality Traits, the Jungian Types, and Dabrowski's Overexcitabilities respectively. Data analysis using a 2-Way Multivariate Analysis of Variance (MANOVA) indicated main effects for Group and Gender. Post hoc analysis indicated that Conscientiousness, Neuroticism, Sensing/Intuition, and Sensual Overexcitability (OE) contributed to the Group main effect and that Sensing/Intuition, Thinking/Feeling, Imaginational OE, Sensual OE, and Psychomotor OE contributed to the Gender main effect. This was the first study to include measures from the three personality theories; the findings support S. A. Gallagher's (2013) proposed bridges among three personality theories. Additionally, the findings of this study suggest that the unusual personality characteristics of students within the top 1% of GIA should be considered when designing appropriate educational programming and pedagogical methods for these students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Última actualización de la base de datos: 4/10/26, 6:08 (CEST)

Explorar

Tipo de recurso

Año de publicación