Giftedness characteristic identification among Kazakhstani school children

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-02-14 DOI:10.1002/pits.23173
A. Mambetalina, K. Lawrence, A. Amangossov, Karima Mukhambetkalieva, Shnar Demissenova
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Abstract

The need to identify and recognize school going children with giftedness remains a concern of the Republic of Kazakhstan's government. This concern motivated this study to examine the internal structure of the giftedness characteristic identification scale (GCIS) for use by Kazakhstan's school children. Exploratory quantitative research approach, and its design was grounded within the exploratory type. The GCIS is a self‐report scale to identify the four characteristics of giftedness including contextual, intellectual, creative, and social giftedness. A total of 1176 elementary and middle school students were sampled for the study. The students were in grades and aged between 12 and 16 years. Most of the participants were 65% female; and 35% male. The data collected was analyzed using exploratory factor analysis. The findings established a relatively high‐reliability Cronbach alpha coefficient of 89.7%. No statistical difference was found between the Kazakh and Russian languages of instruction, based on the gifted characteristics of the participants. Emphasis was placed on the fact that the GCIS was a reliable tool to identify giftedness among schoolchildren in Kazakhstan, but much future work is needed to determine its validity.
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识别哈萨克斯坦学童的天赋特征
哈萨克斯坦共和国政府一直在关注识别和认可在校资优儿童的必要性。这一问题促使本研究对哈萨克斯坦学童使用的资优特征识别量表(GCIS)的内部结构进行研究。本研究采用探索性定量研究方法,其设计以探索类型为基础。GCIS 是一个自我报告量表,用于识别资优的四个特征,包括情境资优、智力资优、创造资优和社交资优。研究共抽取了 1176 名中小学生。这些学生的年级和年龄介于 12 至 16 岁之间。大部分参与者中女性占 65%,男性占 35%。研究采用探索性因素分析法对收集到的数据进行了分析。研究结果表明,Cronbach alpha 系数为 89.7%,可靠性较高。根据参与者的天赋特征,哈萨克语和俄语教学语言之间没有统计学差异。重点强调的是,GCIS 是确定哈萨克斯坦学童资优情况的可靠工具,但今后还需要开展大量工作来确定其有效性。
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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