4.3.3 Can I handle this highly-intelligent but maladjusted gifted student? International comparison of gifted stereotyping
Teachers’ conceptions of giftedness influence which students they identify as gifted, while these conceptions depend on teachers’ cultural background. We assess and compare pre-service teachers’ attitudes towards gifted students in Germany and Australia. Pre-service teachers read short descriptions (i.e., vignettes) of a student, who varied in ability level (gifted/average) and sex (girl/boy), and indicated their attitudes towards the student (dimensions: intellectual ability, social-emotional ability, maladjustment). Furthermore, they rated their own motivation in teaching the student (dimensions: enthusiasm and self-efficacy). Our results indicate an association between pre-service teachers’ attitudes and motivational variables which could affect how they behave towards these students.
Author(s):
Svenja Matheis
matheis@uni-landau.de
University of Koblenz-Landau
Germany
Svenja Matheis is a PhD student in psychology at the Graduate School Teaching & Learning Processes (UpGrade) at Koblenz-Landau University, Germany. The Graduate School is funded by the German Research Foundation (DFG). Projects at the Graduate School intend to analyse the quality of pedagogical interaction in teaching and learning as a function of teachers’ or students’ personal characteristics. The topic of Svenja’s project is giftedness in a school context with a main focus on assessing, comparing and explaining pre-service teachers’ attitudes towards gifted students.
Contact and further information: https://www.researchgate.net/profile/Svenja_Matheis
Franzis Preckel*
Franzis Preckel is full professor of Giftedness Research and Education at the University of Trier since 2006. She received her diploma in psychology 1998 and her doctorate 2002 from the Westfaelische-Wilhelms-University, Muenster. From 2003-2006 she was assistant professor and head of the Counceling Center for the Gifted and Talented at Ludwig-Maximilians-University, Munich. Her main research interests are intelligence, giftedness, factors influencing talent development, and psychological assessment. She published in more than 200 papers, chapters, books, and conference presentations including. highly ranked refereed journals (AERJ, Intelligence, JPSP). She is on the editorial board of Diagnostica and Gifted and Talented International.
Leonie Kronborg
Leonie.Kronborg@monash.edu
Monash University
Australia
Leonie Kronborg is a Senior Lecturer and Coordinator of Postgraduate Studies in Gifted Education in the Faculty of Education, Monash University, Australia. Her research interests have focused on evaluation of curriculum for gifted and talented students, talent development of females, in particular, eminent Australian women, young gifted and talented children and their education, identification of gifted and talented children, professional development for teachers of the gifted and talented, curriculum for the gifted and talented, creativity, talent development, gifted females and gifted children experiencing learning disabilities. Additionally, she coordinates a Gifted Educational Advisory Service for parents and teachers of gifted children.