Social Interaction Coping Strategies of Gifted and Talented Students
Published:
Sep 14, 2021
Keywords:
gifted and talented students coping strategies stigma self-concept
Abstract
Stereotypic views held by peers, teachers and parents of the gifted and talented students are very common and the fact that these children are different puts up many barriers in developing healthy social relationships. According to research, there have been many interpretations why this is emerging as a problem and quite a few attest that this is due to the stigma of giftedness and the deriving stereotypes, which, in turn, are connected to the self-concept of gifted children, since gifted children develop the sense of self through social interaction with peers. A large number of gifted students choose to use a variety of strategies in coping with peers, thus, regulating the information that concerns them. According to the “continuum of visibility” some gifted and talented children pursue maintaining their giftedness visible, while others decide on hiding it. Adjusting the amplitude of visibility sets the limits of social interaction ad libitum. Nevertheless, gifted children’s desire remains insatiable, that is, interacting with peers. Through this interaction several of their social and emotional needs will be met, which, due to their asynchronous development, remain unsatisfied.
Article Details
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Αντωνίου Α.-Σ., & Μητσοπούλου Ε. (2021). Social Interaction Coping Strategies of Gifted and Talented Students. Pedagogikos Logos, 27(1), 145–163. https://doi.org/10.12681/plogos.27930
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Οι Συγγραφείς που δημοσιεύουν εργασίες τους σε αυτό το περιοδικό συμφωνούν στους παρακάτω όρους:
- Οι Συγγραφείς διατηρούν τα Πνευματικά Δικαιώματα και χορηγούν στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης, ενώ ταυτόχρονα τα πνευματικά δικαιώματα της εργασίας προστατεύονται σύμφωνα με την χρήση άδειας που υιοθετεί ο «Παιδαγωγικός Λόγος - Περιοδική Έκδοση για τις Επιστήμες του Ανθρώπου και την Εκπαίδευση» : Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Όχι Παράγωγα Έργα 4.0 (CC BY-NC-ND). Αυτή η άδεια επιτρέπει στους άλλους να έχουν πρόσβαση στο έργο και να το μοιράζονται με άλλους, εφόσον κάνουν αναφορά σε αυτό, ωστόσο δεν μπορούν να το αλλάξουν με κανένα τρόπο ούτε να το χρησιμοποιούν για εμπορική χρήση.
- Οι συγγραφείς μπορούν να συνάπτουν ξεχωριστές και πρόσθετες συμβάσεις και συμφωνίες για τη μη αποκλειστική διανομή της εργασίας, όπως δημοσιεύτηκε στο περιοδικό αυτό (π.χ. κατάθεση σε ένα ακαδημαϊκό καταθετήριο ή δημοσίευση σε ένα βιβλίο), με την προϋπόθεση της αναγνώρισης και την αναφοράς της πρώτης δημοσίευσης σε αυτό το περιοδικό.
- Το περιοδικό επιτρέπει και ενθαρρύνει τους συγγραφείς να καταθέτουν τις εργασίες τους μέσω διαδικτύου (π.χ. σε ένα ακαδημαϊκό καταθετήριο ή στους προσωπικές τους ιστοσελίδες) πριν και μετά από τις διαδικασίες της δημοσίευσης, καθώς αυτό μπορεί να οδηγήσει σε παραγωγική ανταλλαγή ιδεών και σκέψεων, καθώς επίσης και σε γρηγορότερη και μεγαλύτερη χρήση και ευρετηρίαση της δημοσιευμένης εργασίας
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