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Advantages and disadvantages of being 'gifted': Perceptions of the label by gifted pupils

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dc.title Advantages and disadvantages of being 'gifted': Perceptions of the label by gifted pupils en
dc.contributor.author Klimecká, Eva
dc.relation.ispartof Research Papers in Education
dc.identifier.issn 0267-1522 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.issn 1470-1146 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2022
dc.type article
dc.language.iso en
dc.publisher Routledge Journals, Taylor & Francis Ltd
dc.identifier.doi 10.1080/02671522.2022.2065523
dc.relation.uri https://www.tandfonline.com/doi/full/10.1080/02671522.2022.2065523
dc.subject Gifted pupil en
dc.subject labelling en
dc.subject gifted pupil's perception of giftedness en
dc.subject coping strategies en
dc.subject reflexive thematic analysis en
dc.description.abstract In addition to the opportunities afforded to them, the development of care for gifted pupils is also associated with the problematic handling of the 'gifted' label. These associations could affect several aspects of her/his life. The aim of this qualitative study was to discover the positive and negative consequences of the labelling of gifted pupils and to find their coping strategies, which would eliminate the negative consequences of labelling. Two hundred and eight intellectually gifted pupils aged ten to fifteen participated in the research. They were pupils of regular, inclusive elementary schools from the Czech Republic. The source of data was a questionnaire with open-ended questions. The positive aspects of labelling mainly concerned the academic and personal spheres, for instance, feeling good about oneself and extensive opportunities with regard to further education. Negative consequences affected the personal (problems resulting from giftedness) and academic (perfectionism, high expectations) areas, but above all, the social sphere. We discovered that gifted pupils are singled out from their peer groups, used for school work, and even bullied. The gifted pupils developed several coping strategies to deal with the negative consequences of labelling, such as helping others, conforming and denying their giftedness. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1010961
utb.identifier.obdid 43883437
utb.identifier.scopus 2-s2.0-85129592516
utb.identifier.wok 000784106600001
utb.source J-wok
dc.date.accessioned 2022-05-05T12:14:41Z
dc.date.available 2022-05-05T12:14:41Z
dc.description.sponsorship Technology Agency of the Czech Republic (TAR); project Labeling of intellectually gifted children at school environment [TL03000191]
dc.description.sponsorship TL03000191; Technology Agency of the Czech Republic, TACR
utb.ou Research Centre
utb.contributor.internalauthor Klimecká, Eva
utb.fulltext.affiliation Eva Klimecká Research Centre of FHS, Faculty of Humanities, Tomas Bata University, Zlin, Czech Republic
utb.fulltext.dates Received 12 October 2021 Accepted 9 April 2022
utb.fulltext.sponsorship This paper was supported by the Technology Agency of the Czech Republic (TAR) and its project Labeling of intellectually gifted children at school environment (TL03000191).
utb.wos.affiliation [Klimecka, Eva] Tomas Bata Univ, Fac Humanities, Res Ctr FHS, Zlin, Czech Republic
utb.scopus.affiliation Research Centre of FHS, Faculty of Humanities, Tomas Bata University, Zlin, Czech Republic
utb.fulltext.projects TL03000191
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Research Centre
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