PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF WORKING WITH GIFTED CHILDREN
УДК 159.9.072, 373.1
Abstract
Introduction: this article addresses the critical need for psychological and pedagogical support for gifted children, emphasizing strategies that consider their cognitive abilities and socio-emotional vulnerabilities. The study aims to model and empirically test relationships between academic engagement, psychological well-being, and risk factors (perfectionism, social anxiety), considering teacher support. It seeks to identify predictors of successful adaptation and provide practical recommendations. Materials and Methods: the study used a cross-sectional comparative design with 312 schoolchildren (98 gifted, 214 comparison). Gifted students were selected based on intelligence and creativity tests, academic performance, and teacher assessment. Standardized instruments assessed academic engagement, psychological well-being, perfectionism, social anxiety, and teacher support. Results: gifted students demonstrated higher academic engagement and well-being but also exhibited increased perfectionism and social anxiety. A specialized support program targeting metacognitive skills, emotional regulation, and communication improved engagement and well-being while reducing social anxiety. Teacher support significantly predicted adaptation, positively relating to well-being/engagement and negatively to social anxiety/perfectionism. Conclusions: the results emphasize the importance of a comprehensive approach that considers both intellectual and socio-emotional needs. Effective support should balance academic challenges & psychological safety, cultivate self-regulation, and promote supportive relationships.
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References
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