Implicit Theories of Giftedness Among Gymnasium Teachers
DOI:
https://doi.org/10.7251/FLZB2324363DKeywords:
giftedness, implicit theories, thematic analysis, gymnasiumAbstract
The study examined gymnasium teachers’ implicit theories of giftedness, as well as their approach to working with gifted students. Numerous explicit theories of giftedness exist, in which, alongside other personality traits and motivations, the dominant characteristic is high intellectual ability. The research aimed to ascertain the content of gymnasium teachers’ implicit theories of giftedness, such as key intellectual characteristics, personality traits, motivation, and the methods used in working with gifted students, as well as what the educational system can do to further develop the potential of these students. Sixteen teachers from high schools in Doboj and Banja Luka were examined. Data were collected through semi-structured interviews and analyzed thematically. The results indicated that gymnasium teachers perceive giftedness through demonstrated high intelligence, creativity, and critical thinking. Additionally, both extrinsic and intrinsic motivation are seen as important components of the giftedness concept. Perfectionism is most often observed in competitive settings, while self-confidence is perceived through academic self-concept. The data show that teachers view gifted students as sociable, helpful, popular, curious, and engaged in both curricular and extracurricular activities. Extracurricular activities are the method most commonly used in working with gifted students, and further development of gifted potential is primarily facilitated through teacher education. Based on the data obtained, it could be concluded that teachers recognize well-adjusted gifted students within the school system.
References
Altaras, A. (2006). Darovitost i podbacivanje, Pančevo-Beograd: Mali Nemo, CPP i Institut za psihologiju.
Altun, F., & Yazici, H. (2014). Perfectionism, school motivation, learning styles and academic achievement of gifted and non-gifted students. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 16(4), 1031-1065.
Basirion, Z., Abd Majid, R., & Jelas, Z. M. (2014). Big Five personality factors, perceived parenting styles, and perfectionism among academically gifted students. Asian Social Science, 10(4), 8.
Baudson, T. G., & Preckel, F. (2013). Teachers’ implicit personality theories about the gifted: An experimental approach. School psychology quarterly, 28(1), 37.
Begin, J., & Gagné, F. (1994). Predictors of attitudes toward gifted education: A review of the literature and a blueprint for future research. Journal for the Education of the Gifted, 17(2), 161-179.
Betts, G. T., & Neihart, M. (1988). Profiles of the gifted and talented. Gifted child quarterly, 32(2), 248-253.
Blažič, M. i Stanojević, D. (2014). Teachers’ understanding of giftedness. Godišnjak Učiteljskog fakulteta u Vranju, 5, 87-100.
Bodrič, M. R. (2007). Kreativno učenje stranih jezika u funkciji podsticanja i razvijanja darovitosti i kreativnosti. Praktični aspekti savremenih shvatanja darovitosti, 68-72.
Busse, T. V., Dahme, G., Wagner, H., & Wieczerkowski, W. (1986). Teacher perceptions of highly gifted students in the United States and West Germany. Gifted Child Quarterly, 30(2), 55-60.
Calik, B., & Birgili, B. (2013). Multiple intelligence theory for gifted education: Criticisms and implications. Journal for the Education of Gifted Young Scientists, 1(2), 1-12.
Carman, C. A. (2013). Comparing apples and oranges: Fifteen years of definitions of giftedness in research. Journal of Advanced Academics, 24(1), 52-70.
Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(7), 622-630.
Colangelo, N., Kelly, K. R., & Schrepfer, R. M. (1987). A comparison of gifted, general, and special learning needs students on academic and social self‐concept. Journal of Counseling & Development, 66(2), 73-77.
Cramer, P. (2018). Change in children’s self confidence and the use of defense mechanisms. The Journal of nervous and mental disease, 206(8), 593-597.
Cramond, B., & Martin, C. E. (1987). Inservice and preservice teachers’ attitudes toward the academically brilliant. Gifted Child Quarterly, 31(1), 15-19.
Čudina-Obradović, M. i Posavec, T. (2009). Korelati pozitivnih, negativnih i ambivalentnih gledišta učitelja o darovitosti. Napredak: časopis za pedagogijsku teoriju i praksu, 150, 425-450.
Dauber, S. L., & Benbow, C. P. (1990). Aspects of personality and peer relations of extremely talented adolescents. Gifted child quarterly, 34(1), 10-14.
Drobac-Pavićević, D. (2020). Šta je zapravo kreativnost? Filozofski fakulet Banja Luka i Imprimatur
Gagné, F. (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted child quarterly, 29(3), 103-112.
Grabar, M. (2005). Nadarenost i neurotski perfekcionizam kod osnovnoškolaca. Diplomski rad. Zagreb: Filozofski fakultet, Odsjek za psihologiju.
Gradski, H. (2019). Akademska zanesenost. Diplomski rad. Učiteljski fakultet. Sveučilište u Zagrebu
Grandić, R., & Letić, M. (2009). Stanje, problemi i potrebe u području brige o darovitim učenicima u našem obrazovnom sistemu. Originalan znanstveni rad, 232-243.
Grandić, R., Stipić, M., & Carić, M. (2011). Obrazovanje darovitih u uslovima globalizacije. Daroviti u procesu globalizacije, 16, 242-252.
Halmi, A. (2013). Kvalitativna istraživanja u obrazovanju. Pedagogijska istraživanja, 10(2),
Hany, E. A. (1993). How teachers identify gifted students: feature processing or concept based classification. European Journal of High Ability, 4(2), 196-211.
Hay, I. (1993). Motivation, self-perception and gifted students. Gifted Education International, 9(1), 16-21.
Heyder, A., Bergold, S., & Steinmayr, R. (2018). Teachers’ knowledge about intellectual giftedness: A first look at levels and correlates. Psychology Learning & Teaching, 17(1), 27-44.
Huzjak, M. (2006). Darovitost, talent i kreativnost u odgojnom procesu. Odgojne znanosti, 8(1 (11)), 289-300.
Janos, P. M., Fung, H. C., & Robinson, N. M. (1985). Self-concept, self-esteem, and peer relations among gifted children who feel” different”. Gifted Child Quarterly, 29(2), 78-82.
Jovanović, M. M. i Minić, LJ. V. (2018). Vrste nastavnog rada sa darovitim učenicima u redovnoj nastavi. Baština, 46, 125-142.
Jukić, J. (2012). Heuristička nastava. Diplomski rad. Osijek: Sveučilište J.J. Strossmayera u Osijeku.
Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and social psychology review, 9(2), 131-155.
Kerr, B., Colangelo, N., & Gaeth, J. (1988). Gifted adolescents’ attitudes toward their giftedness. Gifted Child Quarterly, 32(2), 245-247.
Kosanović, M. Ž. (2019). Različiti pristupi u radu sa darovitim učenicima. Pedagogija, 74, 319- 338.
Košir, K., Horvat, M., Aram, U., & Jurinec, N. (2015). Is being gifted always an advantage? Peer relations and self-concept of gifted students. High Ability Studies, 27(2), 129-148.
Laine, S., Kuusisto, E., & Tirri, K. (2016). Finnish teachers’ conceptions of giftedness. Journal for the Education of the Gifted, 39(2), 151-167.
Lazarević, D. (2013). Identifikovanje darovitosti učenika – oslonci u Blumovoj taksonomiji. Fakultet sporta i fizičkog vaspitanja, 221-226.
Lee, S. Y., Olszewski-Kubilius, P., & Thomson, D. T. (2012). Academically gifted students’ perceived interpersonal competence and peer relationships. Gifted Child Quarterly, 56(2), 90-104.
Lungulov-Letić, M. M. & Džinkić, O.S. (2020). Strukturalne razlike u motivu postignuća kod učenika darovitih u različitim domenima. Godišnjak Filozofskog fakulteta u Novom Sadu, 45(1), 131-143.
Machts, N., Kaiser, J., Schmidt, F. T., & Moeller, J. (2016). Accuracy of teachers’ judgments of students’ cognitive abilities: A meta-analysis. Educational Research Review, 19, 85-103.
Maksić, S. (1998). Darovito dete u školi. Beograd: Institut za pedagoška istraživanja
Maksić, S. (2015). Darovitost, talenti i kreativnost: od merenja do implicitnih teorija. O kreativnosti i umetnosti, 11.
Maksimović, J. i J. Osmanović (2018): Empirijska validacija teorijskih implikacija rada sa darovitima. Tematski zbornik broj 24 sa međunarodnog naučnog skupa: Dostignuća i perspective u obrazovanju darovitih, 230-237. Visoka škola za obrazovanje vaspitača Mihailo Pavlov
McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self‐concept in gifted and general education students. Roeper Review, 25(2), 61-65.
Mijatović, M. (2019). Uloga i značaj nastavnika u vaspitno-obrazovnom radu sa darovitima. Pedagoška stvarnost, 65(2), 168-176.
Milanović A. (2017). Teorije o darovitima. Godišnjak Pedagoškog fakulteta u Vranju, 8, 191- 201.
Nedimović, T., i Sekulić, V. (2014): Primena metode iskustvenog učenja u podsticanju razvoja darovitosti dece osnovnoškolskog uzrasta. Kompetencije učitelja za identifikaciju i rad sa darovitim učenicima, Bilten 2, 78-94.
Montgomery, D. (2001). Teaching the more able: an update. Gifted Education International, 15(3), 262-280.
Obrenović Ovčar, M. (2021). Identificiranje sposobnijih učenika u osnovnoj školi. Varaždinski učitelj: digitalni stručni časopis za odgoj i obrazovanje, 4(6), 308-313.
Paser, V., & Božin, A. (2009). Daroviti kao potencijalna elita. Daroviti i društvena elita, 15, 415-424.
Pavlović, J., & Maksić, S. (2014). Implicitne teorije kreativnosti nastavnika osnovne škole- studija slučaja. Psihologija, 47(4), 465-483.
Pekić, J. (2014). Akademska darovitost: pojavni oblici i empirijska pozadina. Godišnjak Filozofskog fakulteta u Novom Sadu, 39(1), 249-271.
Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High ability studies, 17(1), 57- 73.
Polančec, I. (2020). Prepoznavanje darovitog učenika u razrednoj nastavi. Diplomski rad. Učiteljski fakultet. Sveučilište u Zagrebu.
Posavec, M. (2010). Višestruke inteligencije u nastavi. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 56(24), 55-64.
Rathunde, K., & Csikszentmihalyi, M. (1993). Undivided interest and the growth of talent: A longitudinal study of adolescents. Journal of youth and adolescence, 22(4), 385-405.
Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63-77.
Roeper, A. (1982). How the gifted cope with their emotions. Roeper review, 5(2), 21-24.
Runco, M. A. (1999). Implicit theories. Encyclopedia of creativity, 2, 27-30.
Sak, U. (2004). A synthesis of research on psychological types of gifted adolescents. Journal of Secondary Gifted Education, 15(2), 70-79.
Siegle, D., McCoach, D. B., & Shea, K. (2014). Applying the achievement orientation model to the job satisfaction of teachers of the gifted. Roeper Review, 36(4), 210-220.
Silverman, L. K. (2012). Giftedness 101. Springer Publishing Company. Slavić, A., & Matić, D. (2016). Strategija mentorskog rada. Školski vjesnik: časopis za pedagogijsku teoriju i praksu, 65(Tematski broj), 249-259.
Sternberg, R. J. (1985). Implicit theories of intelligence, creativity, and wisdom. Journal of personality and social psychology, 49(3), 607.
Sternberg, R. J., & Davidson, J. E. (Eds.). (2005). Conceptions of giftedness (Vol. 2). NY: Cambridge University Press
Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2010). Explorations in giftedness. Cambridge University Press
Sternberg, R. J., & Zhang, L. F. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88-94.
Sword, L. (2001). Psycho-social needs: Understanding the emotional, intellectual and social uniqueness of growing up gifted. Victoria, Australia: Gifted and Creative Services
Trifunović, N., & Jevtić, B. (2023). Podsticanje darovitih učenika. Visoka škola strukovnih studija za vaspitače „Mihailo Palov” – Vršac, 28(2023), 225-234.
Vilig, K. (2016). Kvalitativna istraživanja u psihologiji. Clio
Vilotijević, N., Maričić, S., & Starijaš, G. (2014). Uloga pedagoga u diseminaciji inovativnih modela nstave u kvalitetnoj školi. Identitet, 17.
Vlahović-Štetić, V., Vizek Vidović, V., Arambašić, L., Vojnović, N., & Pavlin-Bernardić, N. (2008). Daroviti učenici: teorijski pristup i primjena u školi (drugo dopunjeno i izmijenjeno izdanje) (No. 27). Institut za društvena istraživanja, Centar za istraživanja i razvoj obrazovanja
Woolfolk, A. (2016). Edukacijska psihologija. Naklada Slap
Zarevski, P. (2000). Struktura i priroda inteligencije. Naklada Slap
Ziegler, A., & Raul, T. (2000). Myth and reality: A review of empirical studies on giftedness. High Ability Studies, 11(2), 113-136.
Zimlich, S. L. (2016). Motivating gifted students: Technology as a tool for authenticity and autonomy. International Journal of Learning, Teaching and Educational Research, 15(13), 1-11.
Downloads
Published
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
