e-journal

The Social Cognition of Gifted Adolescents in Schools: Managing the Stigma of Giftedness

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A study of the effects of schooling on the social cognition of gifted adolescents is reported. A student attitude questionnaire (SAQ) exploring the cognitive behavioral strategies utilized to manage the stigma of giftedness was developed after conducting phenomenological interviews of fifteen gifted adolescents attending the Tennessee Governor’s Schools (Coleman & Cross, 1988). The questionnaire asked subjects to respond to six scenarios described as potentially stigmatizing events during the normal school day. Five common strategies noted during the interviews were provided as options in each of the scenarios. The data reported herein are mbased on the responses of 1,465 students over a two-year period. The patterns of responses suggested that gifted adolescents utilize the five strategies to differing degrees across situations. Situations most closely associated with test performance seemed to elicit the greatest variation in coping strategies, while those primarily reflecting social situations showed a consistently narrow range of strategies. The “placate” coping strategy was the most frequently used across the school-based scenarios.

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Ketersediaan

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Informasi Detail

Judul Seri

Journal for the Education of the Gifted

No. Panggil

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Penerbit

U.S.A : SAGE., 2014

Deskripsi Fisik

Journal for the Education of the Gifted 2014

Bahasa

English

ISBN/ISSN

DOI: 10.1177/0162353

Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

Vol. 37(1) 30– 39

Subjek

PSIKOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Mutia/Agus

Versi lain/terkait

Lampiran Berkas

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