对天才个体的社会和情感体验研究现状的批判以及推动该领域向前发展的框架

IF 3 3区教育学 Q1 EDUCATION, SPECIAL Gifted Child Quarterly Pub Date : 2023-09-11 DOI:10.1177/00169862231197780

Anne N. Rinn

{"title":"对天才个体的社会和情感体验研究现状的批判以及推动该领域向前发展的框架","authors":"Anne N. Rinn","doi":"10.1177/00169862231197780","DOIUrl":null,"url":null,"abstract":"Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"565 1","pages":"0"},"PeriodicalIF":3.0000,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward\",\"authors\":\"Anne N. Rinn\",\"doi\":\"10.1177/00169862231197780\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.\",\"PeriodicalId\":47514,\"journal\":{\"name\":\"Gifted Child Quarterly\",\"volume\":\"565 1\",\"pages\":\"0\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-09-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Gifted Child Quarterly\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/00169862231197780\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Child Quarterly","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00169862231197780","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

尽管在过去的40年里出版了许多关于天赋和才能的各种理论和概念的编辑卷，但资优教育领域仍然在定义和范例上断裂。这些差异导致了对天才个体的社会和情感经历的误解，从而进一步分裂了天才教育领域。本文的目的之一是解释天赋的不同定义和范式如何导致我们对天赋个体的社会和情感体验产生不同的答案和假设，以及这些答案和假设的含义。本文的另一个目的是概述一个框架，以推动对天才个体的社会和情感体验的思考和研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward

Despite multiple edited volumes dedicated to the various theories and conceptions of giftedness and talent that have been published over the past 40 years, the field of gifted education is still definitionally and paradigmatically fractured. These differences have led to a misunderstanding about the social and emotional experiences of gifted individuals that has further divided the field of gifted education. One purpose of this paper is to explain how varying definitions and paradigms of giftedness lead us to different answers and assumptions about the social and emotional experiences of gifted individuals, and the implications of those. The other purpose of this paper is to outline a framework for moving forward in thinking about and conducting research on the social and emotional experiences of gifted individuals.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.