Subtle nuances in personality differences between gifted children as perceived by parents and teachers

Tanik N., BÜYÜK U.

Gifted Education International, cilt.37, sa.3, ss.305-320, 2021 (Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 37 Sayı: 3
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1177/0261429420987005
  • Dergi Adı: Gifted Education International
  • Derginin Tarandığı İndeksler: Scopus, ASSIA, IBZ Online, International Bibliography of Social Sciences, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts
  • Sayfa Sayıları: ss.305-320
  • Anahtar Kelimeler: Gifted children, parent, phenomenological method, teacher
  • Erciyes Üniversitesi Adresli: Evet

Özet

© The Author(s) 2021.This study, using a phenomenological research design, was conducted with 10 gifted children, 7 parents, and 2 teachers. The data, which were analyzed via content analysis method, revealed that there were subtle nuances in personality differences between gifted children. Moreover, while the Science and Arts Center (SAC) teachers were more aware of the gifted children’s cognitive traits, while parents were more aware of their children’s affective and personality traits and needs. Furthermore, the results of the study seem to indicate that gifted children are leaders and intelligent, rational, hardworking, knowledgeable, very careful, calm, amusing, funny, curious, and highly observant individuals who like reading books and have a well-developed strong memory. On an average day in their lives, these students allocate spare time for academic success-focused behaviors, their hobbies, and socialization. Among these, the time spent on activities related to academic success and hobbies constitutes the highest amount of ratio.