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Socio-emotional experiences of intellectually gifted students in Singapore schools : a qualitative study
Author
Chew, Wendy Woan Tyng
Supervisor
Ponnusamy, Letchmi Devi
Abstract
This is a qualitative study that explored the social and emotional experiences of gifted adolescents while studying in Singapore schools. The intellectually gifted student (IGS) has specific social, emotional and academic needs that are different from other students. Their development in the cognitive and academic domain outpaces their social or affective domains, and this asynchrony has been theorised to create conflict within the IGS and their relationships with others, resulting in anxiety and a fear of failure. Due to their unique characteristics, they also process social and emotional experiences differently.
Through a multiple case study approach, this research elicited the voices of six gifted adolescents to find out about their socio-emotional experiences over a three-month period. Semistructured interviews were conducted to elicit authentic accounts of their lived experiences. Criterion and snowball sampling were used for recruitment. Eclectic coding and cross-comparison methods were used to analyse data.
Findings from this study revealed that the IGS’ academic environment results in a socioemotional state of lowered self-esteem, increased effort, and the outward appreciation of role models who display tenacity. This study surfaces findings on previously disparate areas of gifted literature on Big-Fish-Little-Pond-Effect, self-esteem and success attribution. The research also reported the increasing importance of friendships to the IGS, and its differing dynamics according to gender. The importance of humor in the interactions and psyche of the IGS was also uncovered.
There were also insights beyond existing studies on the high self-expectations that gifted learners possess. Findings from this research showed the internalisation of external expectations as the reason for the IGS’ heightened stress, and its consequences on self and learning needs. The findings also revealed tensed reciprocal expectations between the IGS and their schools, and the influence of Singapore culture and society. As this study draws from Vygotsky's Social Cognition Theory (SCT) as a relevant theoretical foundation, the findings thus indicate dynamic interactions between the inter and intra psychological planes of the IGS and their environment, which included the society, school, peers and family.
Even as some schools strive to meet the special cognitive needs of the IGS, their unique socio-emotional needs are often overlooked, presumably because they are seen as self-sufficient and motivated. Considering the importance of social and emotional experiences on cognitive development, and the critical roles schools have in learner’s development and adult trajectories, these findings can help current educators and future researchers understand and structure a more nurturing environment for the development of the IGS.
Through a multiple case study approach, this research elicited the voices of six gifted adolescents to find out about their socio-emotional experiences over a three-month period. Semistructured interviews were conducted to elicit authentic accounts of their lived experiences. Criterion and snowball sampling were used for recruitment. Eclectic coding and cross-comparison methods were used to analyse data.
Findings from this study revealed that the IGS’ academic environment results in a socioemotional state of lowered self-esteem, increased effort, and the outward appreciation of role models who display tenacity. This study surfaces findings on previously disparate areas of gifted literature on Big-Fish-Little-Pond-Effect, self-esteem and success attribution. The research also reported the increasing importance of friendships to the IGS, and its differing dynamics according to gender. The importance of humor in the interactions and psyche of the IGS was also uncovered.
There were also insights beyond existing studies on the high self-expectations that gifted learners possess. Findings from this research showed the internalisation of external expectations as the reason for the IGS’ heightened stress, and its consequences on self and learning needs. The findings also revealed tensed reciprocal expectations between the IGS and their schools, and the influence of Singapore culture and society. As this study draws from Vygotsky's Social Cognition Theory (SCT) as a relevant theoretical foundation, the findings thus indicate dynamic interactions between the inter and intra psychological planes of the IGS and their environment, which included the society, school, peers and family.
Even as some schools strive to meet the special cognitive needs of the IGS, their unique socio-emotional needs are often overlooked, presumably because they are seen as self-sufficient and motivated. Considering the importance of social and emotional experiences on cognitive development, and the critical roles schools have in learner’s development and adult trajectories, these findings can help current educators and future researchers understand and structure a more nurturing environment for the development of the IGS.
Date Issued
2021
Call Number
LC3998.S55 Wen
Date Submitted
2021