Probleme hochbegabter Kinder aus Sicht von Kindern, Eltern und Lehrern

Type of Publication: Journal article
URI (citable link): http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-73196
Author: Gauck, Letizia; Trommsdorff, Gisela
Year of publication: 2009
Published in: Psychologie in Erziehung und Unterricht ; 56 (2009), 1. - pp. 27-37. - ISSN 0342-183X
Title in another language: Problems of Gifted Children from the Perspective of Children, Parents and Teachers
Summary:
Among gifted children there are no more behaviorally disturbed children than among children of average intelligence. It is unknown, however, whether gifted and non-gifted behaviorally disturbed children differ from each other with regard to the extent and the nature of their behavioral disturbances. This study compared 30 gifted children with 24 children of average intelligence.
The parents of both groups requested counseling. Another 31 children whose parents did not at the time request counseling were included as a control group. We surveyed the child, the parents and the teacher. The gifted children did nor differ from children of average intelligence in terms of the extent and the nature of their behavioral disturbances. Teachers judged the social integration and the attitude towards school of gifted children as less positive. The teachers seemed to overestimate the social integration and the motivation to go to school of children of average intelligence.
Summary in another language:
Unter hochbegabten Kindern gibt es nicht mehr Verhaltensauffällige als unter durchschnittlich begabten Kindern. Weitgehend unbekannt ist allerdings, ob sich verhaltensauffällige hochbegabte Kinder im Ausmaß und in der Art ihrer Verhaltensauffälligkeiten von durchschnittlich begabten Kindern unterscheiden. In der vorliegenden Untersuchung wurden 30 hochbegabte Kinder Beratung suchender Eltern mit 24 durchschnittlich begabten Kindern verglichen, deren Eltern ebenfalls Beratung suchten. Als Kontrollgruppe wurden 31 durchschnittlich begabte Kinder einbezogen, deren Eltern aktuell keine Beratung suchten. Befragt wurden die Kinder, deren Eltern und die Klassenlehrer. Die hochbegabten Kinder unterschieden sich nicht im Ausmaß und in der Art ihrer Verhaltensauffälligkeiten von den durchschnittlich begabten Kindern Beratung suchender Eltern. Nur die Klassenlehrer schätzten die Schuleinstellung und die soziale Integration der hochbegabten Kinder als negativer ein im Vergleich zu den durchschnittlich begabten Kindern. Die Lehrer überschätzten dabei offenbar die soziale Integration und die Motivation der durchschnittlich begabten Kinder, zur Schule zu gehen.
Subject (DDC): 150 Psychology
Controlled Keywords (GND): Hochbegabung, Beratung
Keywords: hochbegabt, Verhaltensauffälligkeiten, Giftedness, gifted, behavioral disturbance, counseling
Link to License: Terms of use
Bibliography of Konstanz: Yes

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GAUCK, Letizia, Gisela TROMMSDORFF, 2009. Probleme hochbegabter Kinder aus Sicht von Kindern, Eltern und Lehrern. In: Psychologie in Erziehung und Unterricht. 56(1), pp. 27-37. ISSN 0342-183X

@article{Gauck2009Probl-11016, title={Probleme hochbegabter Kinder aus Sicht von Kindern, Eltern und Lehrern}, year={2009}, number={1}, volume={56}, issn={0342-183X}, journal={Psychologie in Erziehung und Unterricht}, pages={27--37}, author={Gauck, Letizia and Trommsdorff, Gisela} }

Trommsdorff, Gisela application/pdf deu terms-of-use 2011-03-25T09:24:45Z 2009 Probleme hochbegabter Kinder aus Sicht von Kindern, Eltern und Lehrern Gauck, Letizia Trommsdorff, Gisela Among gifted children there are no more behaviorally disturbed children than among children of average intelligence. It is unknown, however, whether gifted and non-gifted behaviorally disturbed children differ from each other with regard to the extent and the nature of their behavioral disturbances. This study compared 30 gifted children with 24 children of average intelligence.<br />The parents of both groups requested counseling. Another 31 children whose parents did not at the time request counseling were included as a control group. We surveyed the child, the parents and the teacher. The gifted children did nor differ from children of average intelligence in terms of the extent and the nature of their behavioral disturbances. Teachers judged the social integration and the attitude towards school of gifted children as less positive. The teachers seemed to overestimate the social integration and the motivation to go to school of children of average intelligence. Zuerst ersch. in: Psychologie in Erziehung und Unterricht ; 56 (2009). - S. 27-37 Gauck, Letizia Problems of Gifted Children from the Perspective of Children, Parents and Teachers

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