Preliminary communication
Characteristics of Socio-Emotional Well-Being and Positive Thinking Among Gifted Children
Sanja Tatalović Vorkapić
; Učiteljski fakultet u Rijeci, Sveučilište u Rijeci, Rijeka, Hrvatska
Jasmina Puž
; Dječji vrtić Viškovo, Viškovo, Hrvatska
Abstract
Characteristics of children in the educational process present essential factors of quality outcomes of their development and learning. Therefore, this study is focused on the analysis of some features of socioemotional well-being and positive thinking in gifted children. Research was conducted on a sample of 76 preschool children. On the basis of the total sample, two groups of subjects were created. Potentially gifted children were categorized in the experimental group (N=37), and children who are not evaluated as gifted were in the control group (N=39). Both groups of children were homogenous by some relevant variables, such as gender, age, place of residence. Educators who work with children in preschool institutions evaluated their characteristics in socioemotional well-being and attributional style. Analysis of differences in separated dimensions of socioemotional well-being showed that gifted children had significantly higher scores on the dimensions of the Pleasure in exploration, Self-assertiveness and Task orientation. Furthermore, it was determined that children showed higher levels of happiness and an optimistic attributional style in both groups, but that gifted children in certain categories of attributional style had higher levels of optimism. The findings were discussed in the framework of the possible implications for work with gifted children.
Keywords
attributional style; gifted children; positive development; preschool age; socioemotional well-being
Hrčak ID:
213808
URI
Publication date:
29.6.2018.
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