Timetable > 20.11.2020 > Socialne in čustvene potrebe nadarjenih in talentiranih

Parallel sessions III.

Socialne in čustvene potrebe nadarjenih in talentiranih
Croatian
Serbian

Fri 20.11.2020 12:00-14:30
Lecture hall: Room H
Chair: Iva Marčelja
  • Razumevanje emocionane kompleksnosti darovite talentovane u uslovi Kovid 19 krize
    Paper
    Scientific
    Serbian
    Presenter(s): Ljupčo Kevereski
    Svedoci smo da daroviti, talentovani i kreativni ljudi nisu za sad u fokusu društvenog, insitucionalnog i personalnog "ukusa". I ako se to desi barem povremeno to je zbog nekih spektakularni intelekualnih psihometriskih skorova koje govore da su daroviti i talentovani tu oko nas. Situacija je još gora kada se ima u vidu intelektualnu složenost darovitosti. Jedan od krucijalnih razloga za to je nedovoljno razumevanje emocionane kompleksnosti. Zbog toga reafirmacija implicitne potrebe da i kod darovitih emocije i razime su jedna strana iste monete.
    Glavne teze:
    • Razumevanje darovitost i talentovanost u uslovi Pandemije
    • Definiranje emocionalne kompleksnosti
    • Emocionalni profil darovitih
    • Mentalno zdravlje daroviih i talentovanih
    • Racionalni i emocionalni um
    • Eksponiranje emocionalnog intenziteta darovitih
    • Redefiniranja sistema obrazovanja darovitih u uslovi krize
    • Obrazovanje darovitih i talentovanih u regionom kontekstu
    • Kritička samoevaluacija i samoprosuđivanje,
    • Osjećaj neadekvatnosti i inferiornosti.
    • Emocionalne veze i vezanost za druge,
    • Empatija i briga za druge,
    • Poteškoće u adaptacija u novo okruženja (socijalna distanca, socijalna izolacija)
  • Contemporary approaches to the education of the gifted – social, individual and educational strategies
    Paper
    Scientific
    Croatian
    Presenter(s): Liljana Krneta
    The 21st century is characterized by changes in all aspects of our lives, caused by multiple factors. Global processes and rapid technical and technological innovations have influenced changes in an individual is economic, political, educational, cultural, media and everyday life. Success has become the imperative of the modern era, while the paradigm of quality education for the gifted and other students has become a challenge for contemporary schools. Is the quality school work model based on our experience and information which we receive or is it an education system paradigm? The work deals with paradigms of giftedness shown through the prism of quality education of gifted students within a survey research. There are a lot of empirical research on giftedness in the world, but it has been perceived the need to research giftedness continuously since the cultural influence crucially changes the paradigm of education of the gifted. Therefore, there is one constant dilemma whether the quality school work model has been based on our experience and information which we receive or it is a paradigm of education system. Contributions to the quality education of the gifted in contemporary schools should be given through researching emotions and visual perception within groups. Results of a survey research on the gifted and other students` communication through emotions in schools (Krneta, Lj.2010, 2014, 2018) have contributed to the quality communication of the gifted ones` education. Also, the aforementioned results have shown that the model of non-violent communication in interactions with others points out the creativity of the gifted and other students` products.
  • Personality traits as a factor in self-regulation of learning of academically gifted students
    Paper
    Scientific
    Serbian
    The theoretical basis of the research is Bandura's cognitive social theory, and the aim of the research is to examine the importance of personality traits for self-regulatory learning in academically gifted students. Thus, the focus of the study is on the relationship between self-regulation elements and personality traits from the perspective of gifted students. This empirical quantitative research is exploratory and it is carried out using the method of systematic non-experimental observation. This paper presents only a part of the initial examination findings. Personality traits are recorded by the Big Five-BFIIV test, and a Likert-type scale battery (KSU-ten subscales) is used to record components of self-regulated learning, whose reliability coefficients are expressed by Cronbach's coefficient of 0.84. The factor structure of the scales as defined in the consulted literature is confirmed. The sample is convenient and it consists of 311 students of the Teacher Education Faculty (University of Belgrade), of which 92 are academically gifted and whose grade average is above 9.00. Predictive variables are: gender, year of study, personality traits, motivation, and criteria are: components of self-regulation (meta-cognitive strategies; attributional style ...) and students´ academic success (average grade in studies).
    Basic findings:
    • Tests show that the average grade in studies correlates with the results on the scale of self-regulation of learning (KSU-battery ten subscales) (r = 0.471) at the level of 0.01, which leads to the conclusion that self-regulation of learning is one of the important factors for academic achievement.
    • Personality traits explain 32.1% of the variance in the discriminativeness of the proactive and defensive pattern of self-regulation and implied connections between the components of these patterns, their connection with learning outcomes and support the need for further research on the conceptualization of the depressive pattern of self-regulation.
    • Gender and year of study failed to prove to be significant factors for the relationship between the observed variables.
  • Gifted and reception anxiety
    Paper
    Scientific
    Serbian
    The issue of students' reception anxiety, as one of the anxieties in language skills, has been extensively researched, but it is still open due to significant discrepancies in the researchers' findings. A number of questions are open, such as: whether reception anxiety in a foreign language is caused by problems in information processing (Rost, 2001); the importance of the affective, cognitive and behavioral components for the level of linguistic anxiety when receiving a message; the role of tolerance levels in receiving new and complex information in a foreign language in the manifestation of reception anxiety that exhausts the space for processing received information in a foreign language, etc. Sparked by these and other issues, i.e. inconsistency of researchers' findings in the field of anxiety in this language skill while learning and teaching a foreign language, this study aims to search for an answer to the question: what factors in foreign language learning and teaching underlie reception anxiety in academically gifted students. This is an exploratory quantitative research which is carried out using the method of systematic non-experimental observation on a convenience sample of 327 first-cycle students of Belgrade and Novi Sad University, of which 122 are academically gifted, i.e. with an average success (grade) above 9.00. The Likert-type scale (RJV) is used for data collection that examined the causes of listening anxiety: clarity of pronunciation, speech rate, inappropriate use of language strategies, fear of failure and inconsistency in the levels of communicative competence between the recipient and the sender of the message. The reliability of the scale expressed by Cronbach's coefficients is: 0.87. The structure of the student's personality traits is also observed as one of the factors, and the BFIIV personality traits test is also used as an instrument. Predictive variables are: personality traits, pronunciation clarity, speech rate, inappropriate use of language strategies, fear of failure and mismatch in levels of communicative competence between the recipient and sender of the message, success in learning a foreign language, year of study, students´ gender, and criterion: reception anxiety.
    The main findings:
    • Compared to other students academically gifted students manifest less reception anxiety.
    • The results of the regression analysis have shown that personality traits together explain 23% of the variance in reception anxiety of academically gifted students.
    • The factors of reception anxiety are: problems in information processing conditioned by clarity of pronunciation, speech rate, fear of failure and inconsistency in the levels of communicative competence between the recipient and the sender of the message, and education of the recipient i.e. the level of acquisition of communication skills in a foreign language as well as the reduced level of tolerance which stands out as a significant fact especially when it comes to complex information, which reduces the space for processing received information.