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Autor/inn/enCross, Jennifer Riedl; Vaughn, Colin T.; Mammadov, Sakhavat; Cross, Tracy L.; Kim, Mihyeon; O'Reilly, Colm; Spielhagen, Frances R.; Pereira Da Costa, Maria; Hymer, Barry
TitelA Cross-Cultural Study of the Social Experience of Giftedness
QuelleIn: Roeper Review, 41 (2019) 4, S.224-242 (19 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Cross, Jennifer Riedl)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0278-3193
DOI10.1080/02783193.2019.1661052
SchlagwörterForeign Countries; Comparative Education; Cross Cultural Studies; Social Experience; Academically Gifted; Elementary School Students; Middle School Students; High School Students; Coping; Peer Relationship; Prosocial Behavior; Helping Relationship; Social Bias; United Kingdom; United States; South Korea; Ireland; France
AbstractThe phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers' upward social comparison and the effects of their outperformance on peers' feelings. SWGT attempted to hide their abilities or conform to peers' behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and stigma theory. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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