Dejavniki sprejetosti nadarjenih dijakov med vrstniki : magistrsko delo

Jeromel, Jona (author), Juriševič, Mojca (mentor)

Namen magistrskega dela je bil raziskati napačna prepričanja o nadarjenih, ki prevladujejo med vrstniki, ter preučiti zaznave nadarjenih in nenadarjenih dijakov glede različnih vidikov socialne sprejetosti. Osredotočila sem se na to, kako nadarjeni dijaki ocenjujejo splošno socialno sprejetost nadarjenih med vrstniki ter ali se te ocene razlikujejo glede na spol. Čeprav so nadarjeni pogosto dobro sprejeti med vrstniki, še vedno vztrajajo številne napačne predstave o njihovem socialno-čustvenem razvoju, kar kaže na neskladje med dejansko socialno sprejetostjo in prepričanji vrstnikov. V teoretičnem delu sem opredelila koncept nadarjenosti, značilnosti nadarjenih v srednješolskem obdobju in mehanizme soočanja s stigmo intelektualne nadarjenosti. Vključila sem tudi raziskave o socialno-čustvenem razvoju nadarjenih in njihovi socialni sprejetosti med vrstniki. V empiričnem delu sem izvedla kvantitativno raziskavo na vzorcu 183 dijakov iz osrednjeslovenske regije; podatke sem zbrala z anketnim vprašalnikom, oblikovanim na podlagi relevantne literature. Rezultati so pokazali, da med nadarjenimi in nenadarjenimi dijaki ni statistično značilnih razlik glede različnih vidikov socialne sprejetosti, kot so medsebojna pomoč, vključevanje v skupinsko delo, socialne veščine in prijateljstvo. Obe skupini sta te vidike ocenili pretežno nevtralno. Nadarjeni dijaki so splošno socialno sprejetost nadarjenih med vrstniki zaznali kot skoraj nevtralno, pri čemer so bile ugotovljene majhne, a statistično značilne razlike glede na spol. Obe skupini sta večinoma podpirali napačne predstave o nadarjenih, ki so bile v skladu s predpostavko o harmoničnem razvoju, ki predvideva, da so nadarjeni na splošno bolje prilagojeni kot njihovi vrstniki. Statistično značilnih razlik med skupinama glede teh predstav ni bilo zaznati. Rezultati kažejo, da so nadarjeni v srednješolskem okolju večinoma dobro sprejeti. Nevtralno opredeljevanje glede različnih vidikov socialne sprejetosti nadarjenih pa odpira vprašanja o dodatnih dejavnikih, ki vplivajo na odnose med vrstniki, saj rezultati ne zaobsežejo celotne kompleksnosti interakcij.

• Language: Slovenian
• Keywords: izobraževanje nadarjenih, socialne zaznave nadarjenih, predstave o nadarjenih, srednja šola
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: J. Jeromel
• Year: 2024
• Number of pages: 77 str.
• PID: 20.500.12556/RUL-165629
• UDC: 37(043.2)
• COBISS.SI-ID: 218722563
• Publication date in RUL: 11.12.2024

Secondary language

• Language: English
• Title: Factors for the acceptance of gifted high school students by their peers

Abstract

This master's thesis aimed to investigate misconceptions about gifted individuals that prevail among their peers and to examine the perceptions of gifted and non-gifted students regarding various aspects of social acceptance. I focused on how gifted students perceive the overall social acceptance of gifted individuals among their peers and whether these perceptions differ based on gender. Although gifted students are often well-accepted among their peers, numerous misconceptions about their socio-emotional development persist, indicating a discrepancy between actual social acceptance and peer beliefs. In the theoretical part, I defined the concept of giftedness, the characteristics of gifted students in the high school period, and mechanisms for coping with the stigma of intellectual giftedness. I also included research on the socio-emotional development of gifted individuals and their social acceptance among peers. In the empirical part, I conducted a quantitative study with a sample of 183 high school students from the Central Slovenia region, collecting data using a questionnaire developed based on relevant literature. The results showed no statistically significant differences between gifted and non-gifted students in their evaluations of various aspects of social acceptance, such as mutual assistance, participation in group work, social skills, and friendship. Both groups rated these aspects predominantly neutrally. Gifted students perceived the overall social acceptance of gifted individuals among peers as almost neutral, with small but statistically significant differences based on gender. Both groups largely supported misconceptions about gifted individuals that align with the assumption of harmonious development, which suggests that gifted individuals are generally better adjusted than their peers. No statistically significant differences between the groups were observed regarding these beliefs. The results suggest that gifted students are generally well-accepted in the high school environment. However, the neutral evaluations of various aspects of social acceptance raise questions about additional factors influencing peer relationships because the findings do not capture the full complexity of these interactions.

• Keywords: gifted education, social perceptions of the gifted, perceptions of the gifted, high school