Социально-психологическая адаптация одаренных учащихся с разными видами интеллектуальных способностей

Авторы

  • Елена Щебланова
  • Анна Цой

DOI:

https://doi.org/10.54359/ps.v6i31.676

Ключевые слова:

интеллект, одаренность, самооценки, социально-психологическая адаптация, способности, учащиеся гимназии

Аннотация

В современной психологии существуют два конкурирующих положения: 1) одаренность является фактором риска для социально-психологической адаптации и 2) высокий интеллект составляет защитный ресурс, способствующий индивидуальной устойчивости. В данном исследовании изучалась адаптация одаренных учащихся гимназии (N = 164) с разными видами интеллектуальных способностей, измеренных с помощью тестов, достижений, самооценок и оценок одноклассников. Результаты демонстрируют сложность и нелинейность отношений между самооценками способностей и критериями адаптации.

Скачивания

Данные скачивания пока недоступны.

Авторы

Елена Щебланова

Щебланова Елена Игоревна. Доктор психологических наук, заведующая лабораторией психологии одаренности, Психологический институт Российской академии образования, ул. Моховая, д. 9, стр. 4, 125009 Москва, Россия. E-mail: elenacheblanova@mail.ru

Анна Цой

Цой Анна Брониславовна. Аспирант, лаборатория психологии одаренности, Психологический институт Российской академии образования, ул. Моховая, д. 9, стр. 4, 125009 Москва, Россия. E-mail: cleida@mail.ru

Литература

Andreeva G.M. Sotsial'naya psikhologiya. Moscow: Aspekt Press, 2000. (in Russian)

Averina I.S., Shcheblanova E.I. Verbal'nyi test tvorcheskogo myshleniya 'Neobychnoe ispol'zovanie'. Moscow: Sobor, 1996. (in Russian)

Belova S.S., Valueva E.A., Ushakov D.V. Zhurnal prikladnoi psikhologii, 2006, 6(3), 49–53. (in Russian)

Bogoyavlenskaya D.B., Shadrikov V.D., Babaeva Yu.D. et al. Rabochaya kontseptsiya odarennosti. Moscow: Min. obrazovaniya Rossiiskoi Federatsii, 2003. (in Russian)

Bozhovich L.I. Lichnost' i ee formirovanie v detskom vozraste. St. Petersburg: Piter, 2008. (in Russian)

Chan D.W. Adjustment problems and multiple intelligences among gifted students in Hong Kong: the development of the revised student adjustment problems inventory. High Ability Studies, 2003, 14(1), 41–54.

Chan D.W. Components of leadership giftedness and multiple intelligences among Chinese gifted students in Hong Kong. High Ability Studies, 2007, 18(2), 155–172.

Dubrovina I.V. In: V.V. Rubtsov. (Ed.), Moskovskaya psikhologicheskaya shkola: Istoriya i sovremennost'. Moscow: PI RAO, MGPPU, 2004. Vol. 2, pp. 156–163. (in Russian)

Feldshtein D.I. Psikhologiya razvitiya cheloveka kak lichnosti. Moscow: Mosk. psikhol.-sots. institut; Voronezh: MODEK. 2005. (in Russian)

Freeman J. Gifted lives: what happens when gifted children grow up? London, New York: Routledge, 2010.

Gardner H. Struktura razuma: teoriya mnozhestvennogo intellekta. Moscow: T-vo I.D.Vil'yamsa, 2007. (Transl. of: Gardner H. The theory of multiple intelligences. New York: A Member of the Perseus Group, 1993.)

Garland A.F., Zigler E. Emotional and behavioral problems among highly intellectually gifted youth. Roeper Review, 1999, 22(1), 41–44.

Glukhova V.A. Extended abstract of PhD dissertation (Psychology). Saratov. gos. universitet, Saratov, 2010. (in Russian)

Golubeva E.A. Sposobnosti. Lichnost'. Individual'nost'. Dubna: Feniks, 2005. (in Russian)

Gross M. Exceptionally gifted children. London: Routledge Falmer, 2004.

Heller K.A. (Ed.). Munich studies of giftedness. Munich: Munich University, 2010.

Hollingworth L.S. Children above 180 IQ (Stanford-Binet): origin and development. NY: World Book, 1942.

Khazova S.A. Kognitivnye resursy sovladayushchego povedeniya: empiricheskie issledovaniya. Kostroma: Kostrom. gos. universitet, 2010. (in Russian)

Kitano V.K., Lewis R.B. Resilience and coping: implications for gifted children. Roeper Review, 2005, 27(4), 200–205.

Leites N.S. Vozrastnaya odarennost' i individual'nye razlichiya: Izbrannye trudy. Moscow: Mosk. psikhol.-sots. institut; Voronezh: MODEK, 2008. (in Russian)

Lopez V., SotilloM. Giftedness and social adjustment: evidence supporting the resilience approach in Spanish-speaking children and adolescents. High Ability Studies, 2009, 20(1), 39–51.

Lukash E.Yu. Extended abstract of PhD dissertation (Sociology). Dal’nevost. gos. tekh. universitet, Vladivostok, 2004. (in Russian)

Martsinkovskaya T.D. (Ed.). Kontseptsii sotsializatsii i individualizatsii v sovremennoi psikhologii. Moscow: IG-SOTSIN, 2010. (in Russian)

Matyushkin A.M. Myshlenie, obuchenie, tvorchestvo. Moscow: Mosk. psikhol.-sots. institut; Voronezh: MODEK, 2003. (in Russian)

Mönks F.J., Katzko M.W. Giftedness and gifted education. In: R.J. Sternberg, J. Davidson (Eds.), Conception on Giftedness, New York: Cambridge University, 2005, 187–200.

Nalchadzhyan A.A. Psikhologicheskaya adaptatsiya. Mekhanizmy i strategii. Moscow: Eksmo, 2010. (in Russian)

Neihart M., Reis S.M., Robinson N.M., Moon S.M. (Eds.). Тhе social and emotional development of gifted children. What do we know? Washington: Prufrock Press, Inc., 2002.

Neto F., Ruiz F., Furnham A. Sex differences in self-estimation of multiple intelligences among Portuguese adolescents. High Ability Studies, 2008, 19(2), 189–204.

Nikolaeva Yu.V. Extended abstract of PhD dissertation (Psychology). S.-Peterb. gos. universitet, St. Petersburg, 2002. (in Russian)

Novikova M.A., Kornilova T.V. Psikhologicheskie issledovaniya, 2012, 5(23), 2. http:// psystudy.ru. (in Russian)

Osnitsky A.K. Zhurnal prakticheskogo psikhologa, 1998, No. 1, 54–64. (in Russian)

Petrova S.O. Extended abstract of PhD dissertation (Psychology). Mosk. psikhol.-ped. universitet, Moscow, 2010. (in Russian)

Petrovsky A.V. Voprosy psikhologii, 1984, No. 4, 15–30. (in Russian)

Petrovsky V.A. Chelovek nad situatsiei. Moscow: Smysl, 2010. (in Russian)

Prikhozhan A.M. Trevozhnost' u detei i podrostkov: psikhologicheskaya priroda i vozrastnaya dinamika. Moscow: Mosk. psikhol.-sots. institut; Voronezh: MODEK, 2000. (in Russian)

Rean A.A. (Ed.) Psikhologiya podrostka. St. Petersburg: Praim-Evroznak, 2008. (in Russian)

Renzulli J.S. What is the thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 1999, 23(1), 3–54.

Richards J., Encel J., Shute R. The emotional and social adjustment of intellectually gifted adolescents: a multi-dimensional, multi-informant approach. High Ability Studies, 2003, 14(2), 153–164.

Shcheblanova E.I. Psikhologicheskaya diagnostika odarennosti shkol'nikov: problemy, metody, rezul'taty issledovanii i praktiki. Moscow: Mosk. psikhol.-sots. institut; Voronezh: MODEK, 2004. (in Russian)

Shumakova N.B. Obuchenie i razvitie odarennykh detei. Moscow: Mosk. psikhol.-sots. institut; Voronezh: MODEK, 2004. (in Russian)

Snegireva T.V. Extended abstract of PhD dissertation (Psychology). Psikhologicheskii institut, Moscow, 1978. (in Russian)

Subotnik R.F., Olszewski-Kubilius P., Frank C., Worrell F.C. Rethinking giftedness and gifted education: a proposed direction forward based on psychological science. Psychological Science in the Public Interest, 2011, 12(1), 3–54.

Terman L.M., Oden L.H. The gifted child grows up: twenty five years' follow up of a superior group. In: Genetic Studies of Genius. Stanford, CA: Stanford University Press, 1947.

Tsoi A.B. Teoreticheskaya i eksperimental'naya psikhologiya, 2012, 5(1), 14–25. (in Russian)

Tsoi A.B. Theoretical and experimental psychology, 2012, 5(1), 14–25. (in Russian, abstr. in English)

Tsoi A.B., Shcheblanova E.I. Nachal'naya shkola plyus Do i Posle, 2013, No. 5, 19–24. (in Russian)

Webb J.T., Gore J.L., Amend E.R., DeVries A.R. A parent's guide to gifted children. Scottsdale, AZ: Great Potential Press, 2007.

Yasyukova L.A. Test struktury intellekta R.Amtkhauera (IST). St. Petersburg: IMATON, 2002. (in Russian)

Zeidner M., Schleyer E.J. The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Ps ychology, 1999, 24(4), 305–329.

Число просмотров

Просмотров: 60

Опубликован

19.10.2013

Как цитировать

Щебланова, Е., & Цой, А. (2013). Социально-психологическая адаптация одаренных учащихся с разными видами интеллектуальных способностей. Психологические исследования, 6(31). https://doi.org/10.54359/ps.v6i31.676

Выпуск

Раздел

Статьи