Gifted Students’ Perceptions of Their Talents
Bibliographic Data
| ID | 15413498 |
|---|---|
| Authors | John F Feldhusen (corresponding author), Betty K Wood, David Yun Dai (0000-0001-6899-2833) |
| Year | 1997 |
| Volume | 12 |
| Issue | 1 |
| Pages | 42-45 |
| Publication date | 1997-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.1997.11672865 |
| OpenAlex | W2563118046 |
| Language | EN |
| References cited | 8 |
Do gifted students perceive themselves as gifted or talented? Can they recognize their talents? Do they envision themselves as multitalented? A survey was administered to 305 gifted students (162 boys, 143 girls) attending a summer residential program at a midwestern university. Students were asked to estimate their own IQs, identify their own talents, specify the origins of their intelligence, and estimate the amount of time they are bored or engaged in school.The following categories characterize the types of talents and skills students identified: academic, artistic, cognitive, creative, communication, athletic-physical, games, language arts, personal-social, and technical. They saw their ability as 50% hereditary and 50% environmental. There were a total of 789 talents reported. Boys reported 386 talents and girls reported 403 talents. The results varied by age and sex within each age group. They reported being bored in school about 2/3 of the time. Implications for schools, teaching, and talent identification and development are discussed
Cognition · Developmental psychology · Gifted education · Identification (biology · Mathematics education · Pedagogy · Perception · The arts · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Educational Games and Gamification · Psychology
| Highly cited | No |
|---|