Empirical results of the study of goal setting in the realization of the personal potential of gifted youth under the conditions of marital state
DOI:
https://doi.org/10.32405/2309-3935-2023-3(90)-55-60Keywords:
personal potential, giftedness, goal setting, psychological barriers, self-realizationAbstract
The article at the empirical level presents the results of the research on setting goals in the realization of the personal potential of gifted youth in the conditions of martial law.
The author's questionnaire for setting goals and their implementation was developed, which involved 670 gifted young men and women of higher education institutions
We grouped the corresponding goals and psychological barriers into so-called groups, because there were as many research subjects as there were opinions.
Summary tables in the percentage ratio regarding goal setting, where the following were the dominant goals during the life of gifted youth: to win (98 %), to get a profession (95 %), financial security (80 %), to create a family (70 %), traveling (60 %), career growth (40 %), etc. By setting goals, we found gender differences: boys are more focused on winning, material security, and career growth; girls are more focused on the goals of obtaining a profession, creating a family and traveling.
Also, psychological obstacles were identified in the gifted youth as barriers that do not allow them to fully realize their goals. Such barriers include: war (95 %), lack of money (85 %), laziness (low level of motivation - 84%), self-doubt (70 %), fear of the unknown (65 %), aggression (3 7%) etc. Based on the identified psychological barriers, gender differences were determined. Gifted girls have more pronounced psychological barriers such as: self-doubt, fear of the unknown; and boys are dominated by psychological barriers – war, lack of money, laziness, aggression.
Downloads
References
1. Shvalb, Yu. (2012). Сurriculum as motivation for gifted students. Renzulli Center for Creativity, Gifted Education, and Talent Development.
2. Podshivalkina, V. (2012). View this article online at wileyonlinelibrary.com/journal/pits. Motivation and gifted students: implications of theory and research. Psychology in the Schools, Vol. 49 (7).
3. Rudenko, K. (2014).The Impact of Grouping Gifted Students on Motivation. EjSBS - The European Journal of Social & Behavioural Sciences.
4. Zanyuk, S. (2019). Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective. Front. Psychol., 13 November.
5. Mushkevich, M., Malimon, L., & Shevenko, A.; In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.) (2018). Underachievement and the gifted child. Underachievement and the gifted child. P. 559–573.
6. Mova, S. (2018). Intrinsic motivation factors in the gifted children. Retrieved from: https://www.academia.edu/37717905/INTRINSIC_MOTIVATION_FACTORS_IN_THE_GIFTED_CHILDREN.
7. Dilovan, C. (2018). Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. P. 134–160.
8. Mileon, C. (20180. Assessment of student’s potential based on the data concerning productivity and psychological comfort of education. Retrieved from: http://www.revistaespacios.com/a18v39n02/18390222.html.
9. Alderfer, C., & Maslov, A. (2020). The Mediating Role of Student Motivation in the Linking of Perceived School Climate and Achievement in Reading and Mathematics. Retrieved from: https://www.frontiersin. org/articles/10.3389/feduc.2018.00050/full.
10. Fera, C. (2021). Student Motivation in English-Medium Instruction Empirical Studies in a Japanese University.
11. Rybalka, V., & Virna, Zh. Student Motivation in Constructivist Learning Environment. Retrieved from: https://www.ejmste.com/article/student-motivation-in-constructivist-learning-environment-4478.
12. Coulon, J. (2019). Inspiring Motivation for Special Needs Students. Retrieved from: https://online.alvernia.edu/articles/motivation-for-special-needs/.
13. Sadova, M. A. (2020). Samovyznachennia shchodo maibutnoi profesii ditei yunatskoho viku iz riznymy vydamy obdarovanosti [Self-determination regarding the future profession of young children with different types of giftedness]. Visnyk Mykolaivskoho natsionalnoho universytetu imeni V. O. Sukhomlynskoho – Scientific Bulletin of the Mykolaiv National University named after V. O. Sukhomlynskyi. Vol. 1(20). P. 54-60. Retrieved from: http://mdu.edu.ua/wp- content/uploads/psihol-visnik-20-11.pdf. [in Ukrainian].
