A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward

被引：9

作者：

Rinn, Anne N. ^{[1
,2
]}

机构：

[1] Univ North Texas, Dept Educ Psychol, 1155 Union Circle 311335, Denton, TX 76203 USA

[2] Univ North Texas, Educ Psychol & Gifted Educ, Denton, TX 76203 USA

来源：

GIFTED CHILD QUARTERLY | 2024年 / 68卷 / 01期

关键词：

social and emotional; psychosocial; paradigms; gifted; talented; SENSORY-PROCESSING SENSITIVITY; PSYCHOMETRIC EVALUATION; ADOLESCENTS; PERFECTIONISM; PERSONALITY; STUDENTS; OVEREXCITABILITIES; INTELLIGENCE; ACHIEVEMENT; EDUCATION;

D O I：

10.1177/00169862231197780

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.

引用

页码：34 / 48

页数：15

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