VANINTELEKTUALNI ČINIOCI OSTVARENJA DAROVITOSTI
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Polazeći od savremenih koncepcija darovitosti koje naglašavaju značaj personalnih i sredinskih karakteristika za aktuelizaciju visokih sposobnosti, autorke rada, koristeći metodu teorijske analize, daju pregled istraživanja povezanosti svojstava ličnosti i sredinskih prilika sa ostvarenjem darovitosti. Učinjen je pokušaj da se upotpune saznanja o vanintelektualnoj sferi darovitih u nadi da će se tako dobiti obuhvatnija slika činilaca ostvarenja darovitosti od one kojom se danas raspolaže.
Opšti nalaz svih pomenutih istraživanja sadržan je u konstataciji da sudbina izuzetnih potencijala umnogome zavisi od vanintelektualnih činilaca. Natprosečne sposobnosti su svakako važan elemenat darovitosti, jer omogućuju kvalitetnije bavljenje određenim aktivnostima, ali, same po sebi, one nisu dovoljne da bi se darovitost iskazala u izuzetnim postignućima.
Premda osobe darovite u različitim domenima imaju mnoge zajedničke karakteristike, njihovi profili ličnosti, kao i sredinske prilike, pokazuju i određene specifičnosti, što upućuje na konstataciju da se fenomen darovitosti može precizno sagledati jedino ako se locira u okvire pojedinačnih domena. Stoga, autorke zaključuju da osim multidimenzionalnosti, kao krucijalnog modernog obeležja konstrukta darovitosti, referentni okvir istraživanja ovog problema mora biti definisan i u terminima konkretnog domena manifestovanja izvrsnosti.
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Reference
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Journal of Educational Psychology, Vol. 84, No. 3, 261-271.
Ayduk, O. & Mischel, W. (2002). When smart people behave stupidly: Reconciling inconsistencies in social-emotional intelligence. In R. J. Sternberg (Ed.), Why smart people can be so stupid (pp. 86-105). New Haven: Yale University Press.
Baker, J. A., Bridger, R. & Evans, K. (1998). Models of underachievement among gifted preadolescents: The role of personal, family, and school factors. Gifted Child Quarterly, Vol. 42, No. 1, 5-15.
Baum, S. M., Renzulli, J. S. & Hébert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, Vol. 39, No. 4, 224-235.
Chamorro-Premuzic, T. & Furnham A. (2003). Personality traits and acade- mic examination performance, European Journal of Psychology, Vol. 17, No. 3, 237-250.
Clasen, D. R., & Clasen, R. E. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, Vol. 10, No. 2, 67-75.
Collins, M. A. & Amabile, T. M. (1999). Motivation and creativity. In R.
J. Sternberg (Ed.). Handbook of creativity (pp. 297-313). Cambridge: Cambridge University Press.
Díaz,E.(1998).Perceivedfactorsinfluencingtheacademicunderachievement of talented students of Puerto Rican descent. Gifted Child Quarterly, Vol. 42, No. 2, 105-122.
Edmunds, A. L. & Edmunds, G. A. (2005). Sensitivity: A double-edged sword for the pre-adolescent and adolescent gifted child. Roeper Review, Vol. 27, No. 2, 69-84.
Feist, G. J. (1999). Personality in scientific and artistic creativity. In R. J. Sternberg (Ed.). Handbook of creativity (pp. 273-296). Cambridge: Cambridge University Press.
Feldhusen, J. F. & Jarwan, F. A. (2000). Identification of gifted and talented youth for educational programs. In K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (pp. 271-282). Oxford: Elsevier science.
Franken, R. E., & Brown, D. J. (1995). Why do people like competition?
The motivation for winning, putting forth effort, improving one’s performance, performing well, being instrumental, and expressing
forceful/aggressive behavior. Personality and Individual Differences,
Vol. 19, No. 2, 175-184.
Ford, D. Y. (1993). An investigation on the paradox of underachievement among gifted Black students. Roeper Review, Vol. 16, No. 2, 78-84.
Freeman, J. (2000). Families: the essential context for gifts and talents.
In K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (pp. 573-587). Oxford: Elsevier science.
Gagné, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 98-120). New York: Cambridge University Press.
Gross, M. U. M. (1998). The „me“ behind the mask: Intellectually gifted students and the search for identity. Roeper Review, Vol. 20, No. 3, 167-174.
Heller, K. A., Schofield, N. J. (2000). International trends and topics of research on giftedness and talent. In K. A. Heller, F. J. Mönks, R. J . Sternberg, R. Subotnik (Eds.), International handbook of giftedness and talent (123-137). Oxford: Elsevier science.
Heller, K. A., Perleth, C. & Lim, K. (2005). The munich model of giftedness designed to identify and promote gifted students. In R. J. Sternberg
& J. E. Davidson (Eds.), Conceptions of giftedness (pp. 147-170). New York: Cambridge University Press.
Laidra, K., Pullmann, H. & Allik J. R. (2007). Personality and intelligenceas predictors of academic achievement: a cross-sectional study from ele- mentary to secondary school. Personality and Individual Differen- ces, Vol. 42, No. 3, 441-451.
Lovecky, D. V. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, Vol. 15, No. 1, 18-25.
Lovecky, D. V. (1997). Identity development in gifted children: Moral sensitivity. Roeper Review, Vol. 20, No. 2, 90-94.
Maddux, C. D., Scheiber, L. M. & Bass, J. E. (1982). Self-concept and social distance in gifted children. Gifted Child Quarterly, Vol. 26, No. 2, 77-81.
Martin, J., Montgomery, R. & Saphian, D. (2006). Personality, achievement test scores and high school percentiles as predictors of academic performance across four years of coursework. Journal of Research in Personality, Vol. 40, No. 4, 424-431.
McCoach, D. B. (2002). A validation study of the school attitude assessment survey. Measurement and evaluation in counseling and development, Vol. 35, No. 2, 66-99.
Morelock, M. J. (1997). In response to Gagné’s critique. Roeper Review, Vol. 20, No. 2, 85-87.
Naderi, H., Abdullah, R., Aizan, H.T., Sharir, J., & Kumar, V. (2010).
Relationship between creativity and academic achievement: A study of gender differences. Journal of American Science, Vol. 6, No. 1, 181-190.
O’Connor, M. C. & Paunonen S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, Vol. 43, No. 2, 971-990.
Olenchak, F. R. (1999). Affective development of gifted students with nontraditional talents. Roeper Review, Vol. 21, No. 4, 293-297. Palaniappan, A. K. (2005). Creativity and academic achievement: A
Malaysian perspective. Shah Alam: Karis Publications.
Parker, W. D. & Adkins, K. K. (1995). Perfectionism and the gifted. Roeper
Review, Vol. 17, No. 3, 173-176.
Pekić, J. (2010). Uloga domena u nastanku specifičnog kvaliteta darovitosti.
Godišnjak Filozofskog fakulteta u Novom Sadu, God. 35, Br. 1, 193-
205.
Peters, W. A. M., Grager-Loidl, H. & Supplee, P. (2000). Underachievement in gifted children and adolescents: Theory and practice. In K. A. Heller et al. (Eds.), International andbook of Giftedness and Talent (pp. 609-620). Oxford: Elsevier.
Peterson, J. S. (2001). Gifted and at-risk: Four longitudinal case studies of posthigh-school development. Roeper Review, Vol. 24, No. 1, 31-39.
Poropat, A. E. (2009). A meta-analysis of the five-factor model of perso- nality and academic performance. Psychological Bulletin, Vol. 135, No. 2, 322-338.
Poropat, A. E. (2011). The Eysenckian personality factors and their corre- lations with academic performance. British Journal of Educational Psychology, Vol. 81, No. 1, 41-58.
Rayneri, L. J., Gerber, B. L. & Wiley, L. P. (2006). The relationship between classroom environment and the learning style preferences of gifted middle school students and the impact on levels of performance. Gifted Child Quarterly, Vol. 50, No. 2, 104-118.
Reis, S. M. & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, Vol. 44, No. 3, 152-170.
Renzulli, J. S. & Park, S. (2000). Gifted dropouts: The who and the why.
Gifted Child Quarterly, Vol. 44, No. 4, 261-271.
Sak, U. (2004). A synthesis of research on psychological types of gifted
adolescents. Journal of Secondary Gifted Education, Vol. 15, No. 2, 70-92.
Siegle, D. & Schuler, P. A. (2000). Perfectionism differences in gifted middle school students. Roeper Review, Vol, 23, No. 1, 39-44.
Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, Vol. 17, No. 2, 110-116.
Silverman, L. K. (1998). Through the lens of giftedness. Roeper Review, Vol. 20, No. 3, 204-210.
Štula, J. (2007). Osobine ličnosti kao činioci uspešnosti učenika srednjih škola za darovite. Neobjavljen magistarski rad, Beograd: Filozofski fakultet.
Tan-Willman, C. & Gutteridge, D. (1981). Creative thinking and moral reasoning in academically gifted secondary school students. Gifted Child Quarterly, Vol. 25, No. 4, 149-153.
Tolan, S. S. (1998). The Lemming Condition: Moral asynchrony and the isolated self. Roeper Review, Vol. 20, No. 3, 211-214.
Torrance, E. P. (2004). The role of creativity in identification of the gifted and talented. In D. J. Treffinger (Ed.), Creativity and giftedness (pp. 79-87). Thousand Oaks: Corwin Press.
Trost, G. (2000). Prediction of exellence in school, higher education and work. In K. Heller, F. Mönks, R. Sternberg & R. Subotnik (Eds.), Giftedness and talent, (pp. 317-327). Oxford: Elsevier science.
Udvari, S. J. & Schneider, B. H. (2000). Competition and the adjustment of gifted children: a matter of motivation. Roeper Review, Vol. 22, No. 4, 212-227.
Uguroglu, M. E. & Walberg, H. J. (1979). Moivation and achievement: a quantitative synthesis. American Educational Research Journal, Vol. 16, No. 4, 375-389.
Winner, E. (1996). Gifted children: Myths and realities. New York: Basic
Books.
Zuo, L. & Cramond, B. (2001). An examination of Terman’s gifted children from the theory of identity. Gifted Child Quarterly, Vol. 45, No. 4, 251-259.
Journal of Educational Psychology, Vol. 84, No. 3, 261-271.
Ayduk, O. & Mischel, W. (2002). When smart people behave stupidly: Reconciling inconsistencies in social-emotional intelligence. In R. J. Sternberg (Ed.), Why smart people can be so stupid (pp. 86-105). New Haven: Yale University Press.
Baker, J. A., Bridger, R. & Evans, K. (1998). Models of underachievement among gifted preadolescents: The role of personal, family, and school factors. Gifted Child Quarterly, Vol. 42, No. 1, 5-15.
Baum, S. M., Renzulli, J. S. & Hébert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, Vol. 39, No. 4, 224-235.
Chamorro-Premuzic, T. & Furnham A. (2003). Personality traits and acade- mic examination performance, European Journal of Psychology, Vol. 17, No. 3, 237-250.
Clasen, D. R., & Clasen, R. E. (1995). Underachievement of highly able students and the peer society. Gifted and Talented International, Vol. 10, No. 2, 67-75.
Collins, M. A. & Amabile, T. M. (1999). Motivation and creativity. In R.
J. Sternberg (Ed.). Handbook of creativity (pp. 297-313). Cambridge: Cambridge University Press.
Díaz,E.(1998).Perceivedfactorsinfluencingtheacademicunderachievement of talented students of Puerto Rican descent. Gifted Child Quarterly, Vol. 42, No. 2, 105-122.
Edmunds, A. L. & Edmunds, G. A. (2005). Sensitivity: A double-edged sword for the pre-adolescent and adolescent gifted child. Roeper Review, Vol. 27, No. 2, 69-84.
Feist, G. J. (1999). Personality in scientific and artistic creativity. In R. J. Sternberg (Ed.). Handbook of creativity (pp. 273-296). Cambridge: Cambridge University Press.
Feldhusen, J. F. & Jarwan, F. A. (2000). Identification of gifted and talented youth for educational programs. In K. A. Heller, F. J. Mönks, R. J . Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (pp. 271-282). Oxford: Elsevier science.
Franken, R. E., & Brown, D. J. (1995). Why do people like competition?
The motivation for winning, putting forth effort, improving one’s performance, performing well, being instrumental, and expressing
forceful/aggressive behavior. Personality and Individual Differences,
Vol. 19, No. 2, 175-184.
Ford, D. Y. (1993). An investigation on the paradox of underachievement among gifted Black students. Roeper Review, Vol. 16, No. 2, 78-84.
Freeman, J. (2000). Families: the essential context for gifts and talents.
In K. A. Heller, F. J. Mönks, R. J. Sternberg & R. Subotnik (Eds.), International handbook of giftedness and talent (pp. 573-587). Oxford: Elsevier science.
Gagné, F. (2005). From gifts to talents: The DMGT as a developmental model. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 98-120). New York: Cambridge University Press.
Gross, M. U. M. (1998). The „me“ behind the mask: Intellectually gifted students and the search for identity. Roeper Review, Vol. 20, No. 3, 167-174.
Heller, K. A., Schofield, N. J. (2000). International trends and topics of research on giftedness and talent. In K. A. Heller, F. J. Mönks, R. J . Sternberg, R. Subotnik (Eds.), International handbook of giftedness and talent (123-137). Oxford: Elsevier science.
Heller, K. A., Perleth, C. & Lim, K. (2005). The munich model of giftedness designed to identify and promote gifted students. In R. J. Sternberg
& J. E. Davidson (Eds.), Conceptions of giftedness (pp. 147-170). New York: Cambridge University Press.
Laidra, K., Pullmann, H. & Allik J. R. (2007). Personality and intelligenceas predictors of academic achievement: a cross-sectional study from ele- mentary to secondary school. Personality and Individual Differen- ces, Vol. 42, No. 3, 441-451.
Lovecky, D. V. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, Vol. 15, No. 1, 18-25.
Lovecky, D. V. (1997). Identity development in gifted children: Moral sensitivity. Roeper Review, Vol. 20, No. 2, 90-94.
Maddux, C. D., Scheiber, L. M. & Bass, J. E. (1982). Self-concept and social distance in gifted children. Gifted Child Quarterly, Vol. 26, No. 2, 77-81.
Martin, J., Montgomery, R. & Saphian, D. (2006). Personality, achievement test scores and high school percentiles as predictors of academic performance across four years of coursework. Journal of Research in Personality, Vol. 40, No. 4, 424-431.
McCoach, D. B. (2002). A validation study of the school attitude assessment survey. Measurement and evaluation in counseling and development, Vol. 35, No. 2, 66-99.
Morelock, M. J. (1997). In response to Gagné’s critique. Roeper Review, Vol. 20, No. 2, 85-87.
Naderi, H., Abdullah, R., Aizan, H.T., Sharir, J., & Kumar, V. (2010).
Relationship between creativity and academic achievement: A study of gender differences. Journal of American Science, Vol. 6, No. 1, 181-190.
O’Connor, M. C. & Paunonen S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, Vol. 43, No. 2, 971-990.
Olenchak, F. R. (1999). Affective development of gifted students with nontraditional talents. Roeper Review, Vol. 21, No. 4, 293-297. Palaniappan, A. K. (2005). Creativity and academic achievement: A
Malaysian perspective. Shah Alam: Karis Publications.
Parker, W. D. & Adkins, K. K. (1995). Perfectionism and the gifted. Roeper
Review, Vol. 17, No. 3, 173-176.
Pekić, J. (2010). Uloga domena u nastanku specifičnog kvaliteta darovitosti.
Godišnjak Filozofskog fakulteta u Novom Sadu, God. 35, Br. 1, 193-
205.
Peters, W. A. M., Grager-Loidl, H. & Supplee, P. (2000). Underachievement in gifted children and adolescents: Theory and practice. In K. A. Heller et al. (Eds.), International andbook of Giftedness and Talent (pp. 609-620). Oxford: Elsevier.
Peterson, J. S. (2001). Gifted and at-risk: Four longitudinal case studies of posthigh-school development. Roeper Review, Vol. 24, No. 1, 31-39.
Poropat, A. E. (2009). A meta-analysis of the five-factor model of perso- nality and academic performance. Psychological Bulletin, Vol. 135, No. 2, 322-338.
Poropat, A. E. (2011). The Eysenckian personality factors and their corre- lations with academic performance. British Journal of Educational Psychology, Vol. 81, No. 1, 41-58.
Rayneri, L. J., Gerber, B. L. & Wiley, L. P. (2006). The relationship between classroom environment and the learning style preferences of gifted middle school students and the impact on levels of performance. Gifted Child Quarterly, Vol. 50, No. 2, 104-118.
Reis, S. M. & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, Vol. 44, No. 3, 152-170.
Renzulli, J. S. & Park, S. (2000). Gifted dropouts: The who and the why.
Gifted Child Quarterly, Vol. 44, No. 4, 261-271.
Sak, U. (2004). A synthesis of research on psychological types of gifted
adolescents. Journal of Secondary Gifted Education, Vol. 15, No. 2, 70-92.
Siegle, D. & Schuler, P. A. (2000). Perfectionism differences in gifted middle school students. Roeper Review, Vol, 23, No. 1, 39-44.
Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, Vol. 17, No. 2, 110-116.
Silverman, L. K. (1998). Through the lens of giftedness. Roeper Review, Vol. 20, No. 3, 204-210.
Štula, J. (2007). Osobine ličnosti kao činioci uspešnosti učenika srednjih škola za darovite. Neobjavljen magistarski rad, Beograd: Filozofski fakultet.
Tan-Willman, C. & Gutteridge, D. (1981). Creative thinking and moral reasoning in academically gifted secondary school students. Gifted Child Quarterly, Vol. 25, No. 4, 149-153.
Tolan, S. S. (1998). The Lemming Condition: Moral asynchrony and the isolated self. Roeper Review, Vol. 20, No. 3, 211-214.
Torrance, E. P. (2004). The role of creativity in identification of the gifted and talented. In D. J. Treffinger (Ed.), Creativity and giftedness (pp. 79-87). Thousand Oaks: Corwin Press.
Trost, G. (2000). Prediction of exellence in school, higher education and work. In K. Heller, F. Mönks, R. Sternberg & R. Subotnik (Eds.), Giftedness and talent, (pp. 317-327). Oxford: Elsevier science.
Udvari, S. J. & Schneider, B. H. (2000). Competition and the adjustment of gifted children: a matter of motivation. Roeper Review, Vol. 22, No. 4, 212-227.
Uguroglu, M. E. & Walberg, H. J. (1979). Moivation and achievement: a quantitative synthesis. American Educational Research Journal, Vol. 16, No. 4, 375-389.
Winner, E. (1996). Gifted children: Myths and realities. New York: Basic
Books.
Zuo, L. & Cramond, B. (2001). An examination of Terman’s gifted children from the theory of identity. Gifted Child Quarterly, Vol. 45, No. 4, 251-259.