Global research on the identification of creatively and communicatively gifted students
DOI:
https://doi.org/10.32405/2309-3935-2023-4(91)-115-120Keywords:
communicative giftedness, creative giftedness, students, identification of giftedness, giftedAbstract
The article presents an overview of approaches to identifying creatively and communicatively gifted schoolchildren using modern research. The main directions for identifying communicative and creative talent are presented. Examples of the study of communicative giftedness through the prism of social intelligence are given. Approaches to identifying communicatively and creatively gifted students are described. The characteristics of gifted children are analyzed from the point of view of Western scientific thought and the indicators of reatively gifted children. The article describes that among modern world studies, the dominance of the identification of students with different types of giftedness is traced. As for the identification of communicative talent, in Western scientific articles it is defined as social intelligence. The article shows the study of the existence of significant differences in the social intelligence of the gifted and their peers. The results of a study of the level of social intelligence between gifted and their peers are described. The article presents the results of the existence of a positive correlation between the degrees of general social intelligence and its parameters for gifted students and their peers and academic performance. The activity of special socio-pedagogical robots with gifted children is analyzed in terms of solving their communication problems. The results of using the program "Self-development - the principle of success" are presented. It is described that this program is aimed at creating special conditions for self-development and self-identification of a gifted child according to a certain life plan.
Downloads
References
1. Ayoub Alaa Eldin, A., Aljughaiman Abdullah, M., Alabbasi Ahmed, M. Abdulla, & Abo Hamza Eid, G. (2022). Do Different Types of Intelligence and Its Implicit Theories Vary Based on Gender and Grade Level? Frontiers in Psychology. Vol. 12, P. 1‒11, Article 712330. DOI: 10.3389/fpsyg.2021.712330.
2. Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annu. Rev. Psychol. 70, P. 551–576. DOI: 10.1146/annurev-psych-010418-102846.
3. Erden, G., Yigit, I., Celik, C., & Guzey, M. (2020). The diagnostic utility of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) in identification of gifted children. J. Gen. Psychol. P. 1–20. DOI:10.1080/00221309.2020.1862038.
4. Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence. 27, P. 267–298. DOI: 10.1016/s0160-2896(99)00016-1.
5. Faisal Issa Abedelgader Al Nawasreh. (2016). Social intelligence among gifted and normal achievers from students at ajloun area ,and its relationship with gender, class and academic achievement. ةيلودلا ةلجملا .قوفتلا ريوطتل 7, P. 3–25. Retrieved from: https://login.research4life.org/tacsgr1doi_org/10.20428/IJTD.7.2.1.
6. Hsieh, Y. P., Wei, H. S., & Hwa, H. L. et al. (2019). The Effects of Peer Victimization on Children’s Internet Addiction and Psychological Distress: The Moderating Roles of Emotional and Social Intelligence. J Child Fam Stud. 28, P. 2487–2498. DOI: https://doi.org/10.1007/s10826-018-1120-6.
7. Bonesso, S., Gerli, F. & Cortellazzo, L. (2019), Emotional and Social Intelligence Competencies Awareness and Development for Students’ Employability. New Directions for Teaching and Learning. P. 77–89. Retrieved from: https://login.research4life.org/tacsgr1doi_org/10.1002/tl.20366
8. Sushkova, I. V., & Loshkareva, O. N. (2021). Inteligência social de crianças dos 6 aos 7 anos: características de diagnóstico pedagógico e resultados da sua aplicação. Revista Tempos E Espaços Em Educação. 14 (33), e16320. DOI: https://doi.org/10.20952/revtee. v14i33.16320.
9. Akdeniz, Hasan; Alpan, Gülgün Bangir (2020). Analysis of Gifted and Talented Students’ Creative Problem Solving Styles. Talent. 06, Vol. 10 (1).
10.Brandon,L.,Reis,S.,&McGuire,C.(2021).Perceptions of talented university students related to opportunities and autonomy for creative productivity. Gifted Education International. 37 (3), P. 217–240. https://login.research4life.org/tacsgr1doi_org/10.1177/0261429421994335.
11. Shcherbinina, Olga & Grushetskaya, Irina & Zaharova, Zhanna & Samohvalova, Anna. (2020). Giftedness as a Source of Communication Difficulties in a Group of Peers. 2287–2301. https://doi.org/10.3897/ap.2.e2287.
12. Fleming, N. (2013, October 1). Parents press for attention to programs for gifted students. Education Week. Retrieved from: https://www.edweek.org/leadership/parents- press- for- attention- to- programs- for- gifted-students/2013/10.
13. The 10 most commonly asked questions about highly gifted children. Retrieved from: https://www.hoagiesgifted.org/10_highly_gifted.htm.
14. Brown, M. M. (1984). The needs and potential of the highly gifted: Toward a model of responsiveness. Roeper Review. 6 (3), P. 123–127.
15. Wellesley College (2005). The Study of Giftedness and Creativity-Two Separate But Parallel Trajectories. Retrieved from: https://nrcgt.uconn.edu/newsletters/fall052/.
16. What Is Creative Giftedness, And How Can Creativity Be Nurtured In Gifted Children? Retrieved from: https://www.psy-ed.com/wpblog/what-is-creative-giftedness-and-how-can-creativity-be-nurtured-in-gifted-children/.
17. Amabile, T. M. (1983). The Social Psychology of Creativity. New York, NY: Springer-Verlag.
18. Callan, G. L., Rubenstein, L. D., Ridgley, L. M., & McCall, J. R. (2021). Measuring self-regulated learning during creative problem-solving with SRL microanalysis. Psychology of Aesthetics, Creativity, and the Arts. 15 (1), P. 136–148. DOI: https://doi.org/10.1037/aca0000238.
