International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2020, Vol. 16(6) 296-312

The Comparison of the Social Skills, Problem Behaviours and Academic Competence of Gifted Students and Their Non-gifted Peers

Mahmut Çitil & Ufuk Özkubat

pp. 296 - 312   |  DOI: https://doi.org/10.29329/ijpe.2020.280.18   |  Manu. Number: MANU-2005-09-0001

Published online: December 07, 2020  |   Number of Views: 338  |  Number of Download: 738

Save PDF

Abstract

The purpose of this study is to compare the social skills, problem behaviours and academic competence of gifted students at elementary level with their non-gifted peers, and to assess these based on the variables age, gender, and school year. The study group consists of 50 gifted students in second, third and fourth grade in state schools in Ankara in the 2017- 2018 school year and their 50 non-gifted peers. In order to obtain data for the study, The Social Skills Rating Scale Teacher Form was used which developed by Gresham and Elliot (1990) and translated into Turkish by Sucuoğlu and Özokçu (2005) has been used. The data has been analysed using the SPSS 22.00 software package. Descriptive statistics have been used for data analysis. According to the results of the study, it was observed that the social skills levels and the academic competence levels of the gifted students were statistically more developed compared to their non-gifted peers. On the other hand, it was observed that there was no difference between gifted students and their non-gifted peers in terms of problem behaviours. In this study, no significant difference was found in the academic competence levels of gifted students according to gender. It was found out in the study that 10-year old students display more problem behaviours in comparison to their 9-year old peers. There was no meaningful difference in the social skills and academic competence of gifted students based on the variable school year. Although the results of this study present that gifted students have better social skills and academic competence, and display less problem behaviours compared to their peers, further research needs to be conducted to clarify this situation.

Keywords: Social Skills, Academic Competence, Problem Behaviours, Giftedness

How to Cite this Article?

APA 6th edition
Citil, M. & Ozkubat, U. (2020). The Comparison of the Social Skills, Problem Behaviours and Academic Competence of Gifted Students and Their Non-gifted Peers . International Journal of Progressive Education, 16(6), 296-312. doi: 10.29329/ijpe.2020.280.18

Harvard
Citil, M. and Ozkubat, U. (2020). The Comparison of the Social Skills, Problem Behaviours and Academic Competence of Gifted Students and Their Non-gifted Peers . International Journal of Progressive Education, 16(6), pp. 296-312.

Chicago 16th edition
Citil, Mahmut and Ufuk Ozkubat (2020). "The Comparison of the Social Skills, Problem Behaviours and Academic Competence of Gifted Students and Their Non-gifted Peers ". International Journal of Progressive Education 16 (6):296-312. doi:10.29329/ijpe.2020.280.18.
References
  1. Algozzine, K., Christian, C., Marr, M. B., McClanahan, T., & White, R. (2008). Demography of problem behavior in elementary schools. Exceptionality, 16(2), 93-104. https://doi.org/10.1080/09362830801981369  [Google Scholar] [Crossref] 
  2. Amini, M. (2005). Identifying stressors and reactions to stressors in gifted and non-gifted students. International Education Journal, 6, 136-140.  [Google Scholar]
  3. Aydın, O., & Konyalıoğlu, P. (2011). 18-21 yaş grubu bireylerin genel zekâ düzeyleri ile psikolojik semptom düzeyleri arasındaki ilişki [The relation between general intelligence levels and psychological symptom levels of adolescents]. Türk Üstün Zekâ ve Eğitim Dergisi, 1, 77–103. [Google Scholar]
  4. Bacal, E. (2015). The relationship between placement and social skills in gifted students. (Unpublished doctoral dissertation) Arizona State University, USA. Retrieved from https://pdfs.semanticscholar.org/d7fa/1a2baed459a5e133701803775a0d5343565f.pdf [Google Scholar]
  5. Bain, S. K., & Bell, S. M. (2004). Social self-concept, social attributions, and peer relationships in fourth, fifth, and sixth graders who are gifted compared to high achievers. Gifted Child Quarterly, 48(3), 167-178. https://doi.org/10.1177/001698620404800302  [Google Scholar] [Crossref] 
  6. Bracken, B. A., & Brown, E. F. (2006). Behavioral identification and assessment of gifted and talented students. Journal of Psychoeducational Assessment, 24(2), 112-122. https://doi.org/10.1177/0734282905285246  [Google Scholar] [Crossref] 
  7. Buhrow, M. M., Hartshorne, T., S., & Bradley-Johnson, S. (1998). Parents and teachers ratings of the social skills of elementary-age students who are blind. Journal of Visual Impairment and Blindness, 92(7), 213– 227. https://doi.org/10.1177/0145482X9809200710  [Google Scholar] [Crossref] 
  8. Celeste, M. (2007). Social skills intervention for a child who is blind. Journal of Visual Impairment and Blindness, 101(9), 521-533. https://doi.org/10.1177/0145482X0710100902  [Google Scholar] [Crossref] 
  9. Chan, D. W. (2002). Giftedness, adjustment problems, and psychological distress among Chinese secondary students in Hong Kong. Journal for the Education of the Gifted, 26(1), 6-24. https://doi.org/10.1177/016235320202600102  [Google Scholar] [Crossref] 
  10. Chan, D. W. (2003). Assessing adjustment problems of gifted students in Hong Kong: The development of the The development of the student adjustment problems inventory. Gifted Child Quarterly, 47(2), 107-117. https://doi.org/10.1177/001698620304700202    [Google Scholar] [Crossref] 
  11. Chan, D. W. (2005). The structure of social coping among Chinese gifted children and youths in Hong Kong. Journal for the Education of the Gifted, 29(1), 8-29. https://doi.org/10.1177/016235320502900102  [Google Scholar] [Crossref] 
  12. Childs, R. E. (1981). A comparison of the adaptive behavior of normal and gifted five and six year old children. Roeper Review, 4 (2), 41-43. https://doi.org/10.1080/02783198109552589   [Google Scholar] [Crossref] 
  13. Cornell, D. G., Delcourt, M. A. B., Bland, L. C., Goldberg, M. D., & Oram, G. (1995). Low incidence of behavior problems among elementary school students in gifted programs. Talents and Gifts, 18(1), 4–19. https://doi.org/10.1177/016235329401800102  [Google Scholar] [Crossref] 
  14. Cross, T. L., & Cross, J. R. (2017). Maximizing potential: A school-based conception of psychosocial development. High Ability Studies, 28(1), 43-58. https://doi.org/10.1080/13598139.2017.1292896   [Google Scholar] [Crossref] 
  15. Cross, T. L., Cassady, J. C., Dixon, F. A., & Adams, C. M. (2008). The psychology of gifted adolescents as measured by the MMPI-A. Gifted Child Quarterly, 52(4), 326-339. https://doi.org/10.1177/0016986208321810  [Google Scholar] [Crossref] 
  16. Cross, T. L., Adams, C., Dixon, F., & Holland, J. (2004). Psychological characteristics of academically gifted adolescents attending a residential academy: A longitudinal study. Journal for the Education of the Gifted, 28(2), 159-181. https://doi.org/10.1177/016235320402800203   [Google Scholar] [Crossref] 
  17. Cross, T. L., Coleman, L. J., & Terhaar-Yonkers, M. (2014). The social cognition of gifted adolescents in schools: Managing the stigma of giftedness. Journal for the Education of the Gifted, 37(1), 30-39. https://doi.org/10.1177/0162353214521492   [Google Scholar] [Crossref] 
  18. Cross, J. R., O’Reilly, C., Kim, M., Mammadov, S., & Cross, T. L. (2015). Social coping and self-concept among young gifted students in Ireland and the United States: A cross-cultural study. High Ability Studies, 26(1), 39-61. https://doi.org/10.1080/13598139.2015.1031881  [Google Scholar] [Crossref] 
  19. Çetinkaya, Ç., Maya-Çalışkan, İ., & Güngör, H. (2012). Üstün yetenekli öğrencilerin liderlik özelliklerinden kaynaklanan sınıf yönetimi sorunları. [Classroom management problems derives from gifted and talented students’ leadership qualities.]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 2(24), 7-29. [Google Scholar]
  20. Çitil, M., & Ataman, A. (2019). Positive behavior support-based preventive classroom management practices for gifted students: An action research. Turkish Journal of Giftedness and Education, 9(2), 102-130. [Google Scholar]
  21. Çitil, M. (2016). Üstün yetenekli öğrencilere sunulan olumlu davranışsal destek temelli problem davranışları önleyici sınıf yönetimi uygulamaları: Eylem araştırması [Positive behaviour support based preventive classroom management practices for gifted students: An action research.]. (Unpublished doctoral dissertation). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, Türkiye. [Google Scholar]
  22. Delisle, J. R., Whitmore, J. R., & Ambrose, R. P. (1987). Preventing discipline problems with gifted students. Teaching Exceptional Children, 19(4), 32- 38. [Google Scholar]
  23. Delisle, J. R. (1990). The gifted adolescent at risk: Strategies and resources for suicide prevention among gifted youth. Journal for the Education of the Gifted, 13(3), 212-228. [Google Scholar]
  24. Demir, F. E., & Ozdemir, S. (2016). A comparison of social skills of students with visual impairments and typically developing students. International E-Journal of Advances in Education, 2(4), 85-94. [Google Scholar]
  25. Demir, Ş. (2014). Assessing social skills of children with autism. Journal of Faculty of Educational Sciences, 47(2), 223-244. [Google Scholar]
  26. Doğuş, M., & Şafak, P. (2019) Görme yetersizliği olan öğrencilerin benlik saygısı ve sosyal becerileri arasındaki ilişkinin incelenmesi, [An investigation of relationship between the self-esteem and social skills in students with visual impairments]. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 1026-1047. [Google Scholar]
  27. Douthitt, V. L. (1992) A comparison of adaptive behavior in gifted and nongifted children, Roeper Review, 14:3, 149-151, DOI: 10.1080/02783199209553410 [Google Scholar]
  28. Eklund, K., Tanner, N., Stoll, K., & Anway, L. (2015). Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach. School Psychology Quarterly, 30, 197–211. https://doi.org/10.1037/spq0000080   [Google Scholar] [Crossref] 
  29. Ben-Eliyahu, A., Linnenbrink-Garcia, L., & Putallaz, M. (2017). The intertwined nature of adolescents’ social and academic lives: Social and academic goal orientations. Journal of Advanced Academics, 28(1), 66–93. https://doi.org/10.1177/1932202X16685307  [Google Scholar] [Crossref] 
  30. Farrent, S., & Grant, A. (2005). Some Australian findings about the socio-emotional development of gifted pre-schoolers. Gifted Education International, 19(2), 142-153. https://doi.org/10.1177/026142940501900208  [Google Scholar] [Crossref] 
  31. Foley-Nicpon, Susan G. Assouline, D. Martin Kivlighan, Staci Fosenburg, Charles Cederberg & Michelle Nanji (2017). The effects of a social and talent development intervention for high ability youth with social skill difficulties, High Ability Studies, 28:1,73-92, DOI: 10.1080/13598139.2017.1298997  [Google Scholar]
  32. Foust, R. C., Rudasill, K. M., & Callahan, C. M. (2006). An investigation into the gender and age differences in the social coping of academically advanced students. Journal of Advanced Academics, 18(1), 60-80. https://doi.org/10.4219/jaa-2006-346  [Google Scholar] [Crossref] 
  33. Francis, R., Hawes, D. J., & Abbott, M. (2016). Intellectual giftedness and psychopathology in children and adolescents: A systematic literature review. Exceptional Children, 82(3), 279-302. https://doi.org/10.1177/0014402915598779  [Google Scholar] [Crossref] 
  34. França-Freitas, M. L. P. D., Del Prette, A., & Del Prette, Z. A. P. (2014). Social skills of gifted and talented children. Estudos de Psicologia 19(4), 288-295. https://doi.org/10.1590/S1413-294X2014000400006  [Google Scholar] [Crossref] 
  35. Gagné, F., & Gagnier, N. (2004). The socio‐affective and academic impact of early entrance to school. Roeper Review, 26(3), 128-138. https://doi.org/10.1080/02783190409554258  [Google Scholar] [Crossref] 
  36. Galloway, B., & Porath, M. (1997). Parent and teacher views of gifted children's social abilities. Roeper Review, 20(2), 118-121. https://doi.org/10.1080/02783199709553872  [Google Scholar] [Crossref] 
  37. Gallucci, N. T., Middleton, G., & Kline, A. (1999). Intellectually superior children and behavioral problems and competence. Roeper Review, 22(1), 18-21. https://doi.org/10.1080/02783199909553992  [Google Scholar] [Crossref] 
  38. Garland, A. F., & Zigler, E. (1999). Emotional and behavioral problems among highly intellectually gifted youth. Roeper Review, 22(1), 41-44. https://doi.org/10.1080/02783199909553996  [Google Scholar] [Crossref] 
  39. Glăveanu, V. P., & Kaufman, J. C. (2017). Socializing giftedness: Toward an ACCEL-S approach. Roeper Review, 39(4), 226-229. https://doi.org/10.1080/02783193.2017.1362682  [Google Scholar] [Crossref] 
  40. Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. W. (1994). Gifted IQ: Early developmental aspects: The Fullerton longitudinal study. New York, NY: Plenum. [Google Scholar]
  41. Gresham, F. M., & Elliot, S. N. (1990). Social Skills Rating System. Circle Pines: American Guidance Services.  [Google Scholar]
  42. Gubbels, J., Segers, E., & Verhoeven, L. (2018). How children’s intellectual profiles relate to their cognitive, socio-emotional, and academic functioning. High Ability Studies, 29(2), 149-168. https://doi.org/10.1080/13598139.2018.1507902  [Google Scholar] [Crossref] 
  43. Howard‐Hamilton, M., & Franks, B. A. (1995). Gifted adolescents: Psychological behaviors, values, and developmental implications. Roeper Review, 17(3), 186-191. [Google Scholar]
  44. İnci, G. (2014). Üstün yetenekli öğrencilerin sınıf içi davranış sorunlarının belirlenmesi ve çözüm önerileri [Identification of gifted and talented students' behavior problems in the classroom and solutions]. (Unpublished master's thesis). Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü, Sakarya, Türkiye. [Google Scholar]
  45. Jen, E., Wu, J., & Gentry, M. (2016). Social and affective concerns high-ability adolescents indicate they would like to discuss with a caring adult: Implications for educators. Journal of Advanced Academics, 27(1), 39–59.  https://doi.org/10.1177/1932202X15621904  [Google Scholar] [Crossref] 
  46. Jeon, K. W., Lee, S. D., & Lee, K. H. (2003). A Qualitative research on early entrance to the first grade: Social, emotional, and academic maladjustment. Gifted Education International, 17(3), 280-286. https://doi.org/10.1177/026142940301700310  [Google Scholar] [Crossref] 
  47. Kitano, M. K. (1990). Intellectual abilities and psychological intensities in young children: Implications for the gifted. Roeper Review, 13(1), 5-10. https://doi.org/10.1080/02783199009553296  [Google Scholar] [Crossref] 
  48. Košir, K., Horvat, M., Aram, U., & Jurinec, N. (2016). Is being gifted always an advantage? Peer relations and self-concept of gifted students. High Ability Studies, 27(2), 129-148. https://doi.org/10.1080/13598139.2015.1108186  [Google Scholar] [Crossref] 
  49. Kroesbergen, E. H., Van Hooijdonk, M., Van Viersen, S., Middel-Lalleman, M. M. N., & Reijnders, J. J. W. (2016). The psychological well-being of early identified gifted children. Gifted Child Quarterly, 60(1), 16–30. https://doi.org/10.1177/0016986215609113  [Google Scholar] [Crossref] 
  50. Kurnaz, A., Tüybek, C. & Taşkesen, Ü. S. (2009, Mart). Sınıf öğretmenlerinin üstün yetenekli öğrencilere ilişkin görüş ve uygulamaları. II. Üstün Yetenekli Çocuklar Ulusal Kongresinde sunulan bildiri, Anadolu Üniversitesi, Eskişehir, Türkiye. [Google Scholar]
  51. Lane, K. L., Givner, C. C., & Pierson, M. R. (2004). Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. The Journal of Special Education, 38(2), 104-110. [Google Scholar]
  52. 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. https://doi.org/10.1177/0016986212442568  [Google Scholar] [Crossref] 
  53. Litster, K., & Roberts, J. (2011). The self-concepts and perceived competencies of gifted and non-gifted students: A meta-analysis. Journal of Research in Special Educational Needs,11, 130–140. https://doi.org/10.1111/j.1471-3802.2010.01166.x  [Google Scholar] [Crossref] 
  54. Luftig, R. L., & Nichols, M. L. (1990). Assessing the social status of gifted students by their age peers. Gifted Child Quarterly, 34(3), 111–115. https://doi.org/10.1177/001698629003400305 [Google Scholar] [Crossref] 
  55. Luftig, R. L., & Nichols, M. L.  (1991) An assessment of the social status and perceived personality and school traits of gifted students by non‐gifted peers, Roeper Review, 13:3, 148-153, https://doi.org/10.1080/02783199109553341  [Google Scholar] [Crossref] 
  56. Martin, L. T., Burns, R. M., & Schonlau, M. (2010). Mental disorders among gifted and nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quarterly, 54(1), 31-41. https://doi.org/10.1177/0016986209352684  [Google Scholar] [Crossref] 
  57. Masden, C. A., Leung, O. N., Shore, B. M., Schneider, B. H., & Udvari, S. J. (2015). Social-perspective coordination and gifted adolescents’ friendship quality. High Ability Studies, 26(1), 3-38. https://doi.org/10.1080/13598139.2015.1028613  [Google Scholar] [Crossref] 
  58. Mathews, T. L., Fawcett, S. B., & Sheldon, J. B. (2009). Effects of a peer engagement program on socially withdrawn childen with a history of maltreatment. Child and Behavior Therapy, 31(4), 270-291. https://doi.org/10.1080/07317100903333160  [Google Scholar] [Crossref] 
  59. McCallister, C., Nash, W. R., & Meckstroth, E. (1996). The social competence of gifted children: Experiments and experience. Roeper Review, 18(4), 273-276. https://doi.org/10.1080/02783199609553758  [Google Scholar] [Crossref] 
  60. Meier, C. R., DiPerna, J. C., & Oster, M. M. (2006). Importance of social skills in the elementary grades. Education and Treatment of Children, 29(3), 409-419. [Google Scholar]
  61. Merrell, K. W.  & Gill, S. J. (1994) Using teacher ratings of social behavior to differentiate gifted from non‐gifted students, Roeper Review, 16 (4), 286-289. https://doi.org/10.1080/02783199409553600  [Google Scholar] [Crossref] 
  62. Miller, M. J., Lane, K. L., & Wehby, J. (2005). Social skills instruction for students with high-incidence disabilities: a school-based intervention to address acquisition deficits. Preventing School Failure, 49(2), 27–39.  [Google Scholar]
  63. Silver, C. H., Elder, W., & DeBolt, A. J. (1999). Social skills self-appraised of children with specific arithmetic disabilities. Developmental Neuropsychology, 16(1), 117–127. https://doi.org/10.1207/S15326942DN160107  [Google Scholar] [Crossref] 
  64. Mueller, C. E. (2009). Protective factors as barriers to depression in gifted and nongifted adolescents. Gifted Child Quarterly, 53, 3–14. https://doi.org/10.1177/0016986208326552   [Google Scholar] [Crossref] 
  65. Neihart, M. (1999). The impact of giftedness on psychological well‐being: What does the empirical literature say? Roeper review, 22(1), 10-17. https://doi.org/10.1080/02783199909553991  [Google Scholar] [Crossref] 
  66. Nail, J. M., & Evans, J. G. (1997). The emotional adjustment of gifted adolescents: A view of global functioning. Roeper Review, 20(1), 18-21. https://doi.org/10.1080/02783199709553845  [Google Scholar] [Crossref] 
  67. Ogurlu, U., Yalın, H. S., & Yavuz Birben, F. (2018). The relationship between psychological symptoms, creativity, and loneliness in gifted children. Journal for the Education of the Gifted, 41(2), 193-210. https://doi.org/10.1177/0162353218763968  [Google Scholar] [Crossref] 
  68. Özkubat, U., & Özdemir, S. (2012). Görme yetersizliğinden etkilenmiş ve normal gelişim gösteren çocukların sosyal becerilerinin karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(1), 1-14. [Google Scholar]
  69. Özkubat, U., & Özdemir, S. (2014). A comparison of social skills in Turkish children with visual impairments, children with intellectual impairments and typically developing children, International Journal of Inclusive Education, 18(5), 500-514. [Google Scholar]
  70. Peters, M. P., & Bain, S. K. (2011). Bullying and victimization rates among gifted and high-achieving students. Journal for the Education of the Gifted, 34(4), 624-643. https://doi.org/10.1177/016235321103400405  [Google Scholar] [Crossref] 
  71. Peterson, J. S. (2009). Myth 17: Gifted and talented individuals do not have unique social and emotional needs. Gifted Child Quarterly, 53(4), 280-282. https://journals.sagepub.com/doi/pdf/10.1177/0016986209346946  [Google Scholar]
  72. Poyraz Tüy, S. (1999). 3-6 yaş arasındaki işitme engelli ve işiten çocukların sosyal beceri ve problem davranışları yönünden karşılaştırılmaları, [Being comparated with point of the social skill and problem behaviors of hearing impaired and hearing children whose ages are between 3-6]. (Unpublished master's thesis), Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara, Türkiye. [Google Scholar]
  73. Richards, J., Encel, J., & Shute, R. (2003). The emotional and behavioural adjustment of intellectually gifted adolescents: A multi-dimensional, multi-informant approach. High Ability Studies, 14(2), 153-164. https://doi.org/10.1080/1359813032000163889  [Google Scholar] [Crossref] 
  74. Robinson, N. M. (2002). Individual differences in gifted students’ attributions for academic performance. In M. Neihart, S. M. Reis, N.M. Robinson, & S.M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 61–69). Waco, TX: Prufrock Press. [Google Scholar]
  75. Robinson, N. M. (2008). The social world of gifted children and youth. In Handbook of giftedness in children (pp. 33-51). Springer, Boston, MA. [Google Scholar]
  76. Rudasill, K. M., Foust, R. C., & Callahan, C. M. (2007). The social coping questionnaire: An examination of its structure with an American sample of gifted adolescents. Journal for the Education of the Gifted, 30(3), 353-371. https://doi.org/10.1177/016235320703000304  [Google Scholar] [Crossref] 
  77. Sak, U. (2012). Üstün zekalılar: Özellikleri tanılanmaları eğitimleri. [The gifted: Their chracteristics, identification, education]. (2nd ed.). Ankara: Vize yayıncılık. [Google Scholar]
  78. Sayler, M. F., & Brookshire, W. K. (1993). Social, emotional, and behavioral adjustment of accelerated students, students in gifted classes, and regular students in eighth grade. Gifted Child Quarterly, 37(4), 150-154. https://doi.org/10.1177/001698629303700403  [Google Scholar] [Crossref] 
  79. Serin, G. E. Ç., & Girli, A. (2012). Zihinsel engelli ergenlerin sosyal beceri düzeyleri ve davranış problemleri ile ebeveynlerinin genel öz yeterlilik algı düzeylerinin karşılaştırılarak incelenmesi, [Social skill and behavior problems levels in adolescent with mental disabilities by comparing parent’ general investigation of self-efficacy]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 34, 69-78. [Google Scholar]
  80. Sezer, Ş. (2015). Üstün yeteneklilerin sınıf içinde olumsuz davranışları ve yönetilmesine ilişkin öğretmen görüşleri. [Teacher opinion related to disruptive behaviors of gifted students in classroom and managing them]. Uluslararası Türk Eğitim Bilimleri Dergisi, 3(4), 317-333. [Google Scholar]
  81. Shechtman, Z., & Silektor, A. (2012). Social competencies and difficulties of gifted children compared to nongifted peers. Roeper Review, 34(1), 63-72. https://doi.org/10.1080/02783193.2012.627555  [Google Scholar] [Crossref] 
  82. Sisk, D. (2005). Psychosocial development of the gifted: Implications for a counseling intervention for gifted students. Gifted Education International, 19(3), 213-225. https://doi.org/10.1177/026142940501900304  [Google Scholar] [Crossref] 
  83. Slifer, K. J. (1987). The application of classroom management strategies to the behavior of intellectually gıfted students attending exceptional education classes (Unpublished doctoral dissertation). Florida State University, College of Arts and Science, Florida, USA. [Google Scholar]
  84. Stålnacke, J., & Smedler, A. C. (2011). Psychosocial experiences and adjustment among adult Swedes with superior general mental ability. Journal for the Education of the Gifted, 34(6), 900-918. https://doi.org/10.1177/0162353211424988  [Google Scholar] [Crossref] 
  85. Sternberg, R. J. (2017). ACCEL: A newmodel for identifying the gifted. Roeper Review, 39, 152–169. https://doi.org/10.1080/02783193.2017.1318658  [Google Scholar] [Crossref] 
  86. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science In The Public Interest, 12(1), 3-54. https://doi.org/10.1177/1529100611418056  [Google Scholar] [Crossref] 
  87. Sucuoğlu, B., & Özokçu, O. (2005). Kaynaştırma öğrencilerinin sosyal becerilerinin değerlendirilmesi [Assessment of social skills of ınclusive students]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(1), 41-65. [Google Scholar]
  88. Sülün, K., & Girli, A. (2016). İlköğretim genel eğitim sınıfı ile özel eğitim sınıfında öğrenim gören kaynaştırma öğrencilerinin sosyal becerilerinin incelenmesi, [A comparative analysis on the social competences of mainstreaming students in genaral education class and special education class]. Batı Anadolu Eğitim Bilimleri Dergisi, 7(13), 1-24. [Google Scholar]
  89. Swiatek, M. A. (2002). Social coping among gifted elementary school students. Journal for the Education of the Gifted, 26(1), 65-86. https://doi.org/10.1177/016235320202600104  [Google Scholar] [Crossref] 
  90. Talas, S., Talas, Y. & Sönmez, A. (2013). Bilim sanat merkezlerine devam eden üstün yetenekli öğrencilerin okullarında yaşadıkları problemler. [Problems experienced by gifted students who attend science and art centers in their schools.]. Uluslararası Türk Eğitim Bilimleri Dergisi, 2013(1), 42-50. [Google Scholar]
  91. Ural, O., & Kanlıkılıçer, P. (2010). Behavioral problems in turkish preschool-age children. Gifted Education International, 26(1), 51-60. https://doi.org/10.1177/026142941002600108  [Google Scholar] [Crossref] 
  92. Vallerand, R. J., Gagné, F., Senécal, C., & Pelletier, L. G. (1994). A Comparison of the school ıntrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38(4), 172–175. https://doi.org/10.1177/001698629403800403  [Google Scholar] [Crossref] 
  93. van der Meulen, R. T., van der Bruggen, C. O., Spilt, J. L., Verouden, J., Berkhout, M., & Bögels, S. M. (2014). The pullout program day a week school for gifted children: effects on social–emotional and academic functioning. Child & Youth Care Forum, 43(3), 287-314.. Springer US.  DOI: 10.1007/s10566-013-9239-5  [Google Scholar]
  94. Vialle, W., Heaven, P. C., & Ciarrochi, J. (2007). On being gifted, but sad and misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study. Educational Research and Evaluation, 13(6), 569-586. https://doi.org/10.1080/13803610701786046  [Google Scholar] [Crossref] 
  95. Wai, J., Lubinski, D., & Benbow, C. P. (2005). Creativity and occupational accomplishments among intellectually precocious youths: An age 13 to age 33 longitudinal study. Journal of Educational Psychology, 97, 484–492. doi:10.1037/0022-0663.97.3.484  [Google Scholar] [Crossref] 
  96. Yıldırım, F. (2012). Üstün yetenekli çocuklar ve ailelerinde duygusal ve davranışsal özellikler. [Emotional and behovioral characteristics of gifted children and their families]. (Unpublished doctoral dissertation). Dokuz Eylül Üniversitesi Tıp Fakültesi Çocuk ve Ergen Ruh Sağlığı ve Hastalıkları Anabilim Dalı, İzmir, Türkiye. [Google Scholar]
  97. Zeidner, M., & Shani-Zinovich, I. (2011). Do academically gifted and nongifted students differ on the Big-Five and adaptive status? Some recent data and conclusions. Personality and Individual Differences, 51(5), 566-570. https://doi.org/10.1016/j.paid.2011.05.007  [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 16 Issue 6

December 2020

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.