Value Orientations of High School Students with Features of Academic and Intellectual Giftedness
DOI:
https://doi.org/10.32405/2309-3935-2021-3(82)-88-99Keywords:
giftedness, intellectual giftedness, academic giftedness, values, value orientationAbstract
The article presents an analysis of the value orientations
specifics of high school students with features of academic
and intellectual giftedness features compared to students in
general. The authors proved that students with features of
academic and intellectual giftedness have a significantly different structure of value orientations compared to the general student.
Theoretical analysis and the results of experimental
research show that for students with features of academic
and intellectual giftedness is extremely important to work
on yourself, constant self-improvement. They are active in
life, prefer to act in accordance with their own beliefs, are
not inclined to conformism, take responsibility for the choice
made. Such students are able to experiment easily, invent
new ways of action, can reject established norms and customs.
Students with features of academic and intellectual giftedness focus on personal growth and self-development, are
open to change and focused on the public good. They prefer
to act according to their own judgments, value the independence of thoughts and actions. The values of openness to
change, growth and self-development are important for such
students, they are ready for new ideas, actions and experiences. To achieve this, they are willing to sacrifice to some
extent the values of conservation in general and security in
particular. They can be described as open to change, able to
sacrifice some of their interests to achieve a higher goal. Extremely important for consideration in working with gifted
students is the established tendency of high school students
with features of academic and intellectual giftedness to neglect the values of preservation and safety.
The results of the study show the connection between the
value orientations of students with the signs of intellectual
and academic talent with cognitive and creative abilities.
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References
Використані літературні джерела
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org/10.1177/1932202x16685307.
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adulthood. Journal of Applied Psychology, 81(4), 443–
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wartos‘ci oso‘b zdolnych. Zbadan’ nad pograniczem intelektu i osobowos’ci (in Polish). Warsaw: Publishing
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high‐stakes math achievement for mathematically gifted
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DOI: https://doi.org/10.1080/02783199909553976.
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Non-underachieving Gifted Secondary Students. Frontiers in Psychology, 10. DOI: https://doi.org/10.3389/
fpsyg.2019.02367.
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fpsyg.2016.01438.
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org/10.1016/j.lindif.2019.04.003.
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org/10.1177/1948550617732610.
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