Understanding the Interplay of Psychosocial Competencies in Talent Development: Typologies and Differences for Gifted Students

Autor/inn/en	Mofield, Emily L.; Parker Peters, Megan
Titel	Understanding the Interplay of Psychosocial Competencies in Talent Development: Typologies and Differences for Gifted Students
Quelle	In: Roeper Review, 44 (2022) 3, S.144-156 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mofield, Emily L.) ORCID (Parker Peters, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2022.2071368
Schlagwörter	Academically Gifted; Adjustment (to Environment); Personality Traits; Psychological Patterns; Interpersonal Competence; Anxiety; Stress Management; Middle School Students; Emotional Intelligence; Talent Development; Grade 6; Grade 7; Grade 8; Bar On Emotional Quotient Inventory + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Interpersonale Kompetenz; Angst; Stressmanagement; Stressbewältigung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Emotionale Intelligenz; Begabtenförderung; Talentförderung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The study examined the relationship between implicit theories of intelligence and psychosocial competencies (measured as adaptability, general mood, intrapersonal skills, interpersonal skills, and stress management), the differences in these competencies between gifted students and nonidentified gifted students, and typologies of these variables among 81 gifted students in grades 6-8. Findings indicated that malleable beliefs about intelligence were related to adaptability, general mood, and to a small degree total emotional intelligence. Gifted students had higher scores on adaptability (d = 0.51) compared to a normative sample and lower scores on intrapersonal skills (d = -0.30). Hierarchical cluster and discriminant function analyses yielded three distinct clusters indicating within-group differences, with Cluster 1 showing lowest scores on all measured scales. Findings imply how the interplay of psychosocial variables facilitates talent development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01