Experiences of Difference: A Phenomenological Study with Intellectually Gifted Pre-Adolescent/Early Adolescent Boys and Their Mothers

Autor/inn/en	King, Julie; Shute, Rosalyn; McLachlan, Angus
Titel	Experiences of Difference: A Phenomenological Study with Intellectually Gifted Pre-Adolescent/Early Adolescent Boys and Their Mothers
Quelle	In: Roeper Review, 41 (2019) 3, S.185-198 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2019.1622164
Schlagwörter	Males; Phenomenology; Gifted; Psychological Patterns; Mothers; Sons; Mother Attitudes; Student Attitudes; Friendship; Parent Child Relationship; Emotional Adjustment; Social Adjustment; Foreign Countries; Educational Attainment; Educational Background; Cognitive Ability; Intelligence Tests; Children; Child Behavior; Check Lists; Maturity (Individuals); Peer Relationship; Socialization; Self Concept; Adolescents; Preadolescents; Educational Environment; Australia; Stanford Binet Intelligence Scale; Wechsler Intelligence Scale for Children; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Phenomenological psychology; Phänomenologie; Psychologie; Begabter, Hoch Begabter; Mother; Mutter; Son; Sohn; Mutterliebe; Schülerverhalten; Freundschaft; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Emotionale Anpassung; Soziale Anpassung; Ausland; Bildungsabschluss; Bildungsgut; Vorbildung; Denkfähigkeit; Intelligence test; Intelligenztest; Child; Kind; Kinder; Checkliste; Reifung; Peer-Beziehungen; Socialisation; Sozialisation; Selbstkonzept; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Australien
Abstract	Within a theoretical framework of cognitive dissonance, this phenomenological study explored Australian intellectually gifted pre-adolescent/early adolescents' experiences of asynchrony. The study focuses on mothers and sons. Eleven boys aged 10 to 14 years, and nine of their mothers, participated in semi-structured interviews. Seven boys reported feelings of difference, but these were generally vague. One reported strongly upsetting feelings of difference, while several evaluated difference as positive. All mothers believed their sons had experienced strong feelings of difference, emphasizing friendship rather than academic matters, though children raised both. Despite most reporting only mild feelings of difference, boys, as well as mothers, articulated efforts to minimize these feelings. Although this sometimes caused a sense of inauthenticity, the data suggest that parents' and boys' own efforts to accommodate their needs had largely succeeded and left most boys well-adjusted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01