Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/2959
Title: Teachers' Negative Affect Towards Academically Gifted Students: An Evolutionary Psychological Study
Contributor(s): Geake, John  (author); Gross, Miraca U M (author)
Publication Date: 2008
DOI: 10.1177/0016986208319704
Handle Link: https://hdl.handle.net/1959.11/2959
Abstract: A frequent reason for teachers not making special provisions for a gifted child is that the child is "not fitting in socially." The conjecture that a psychological source of such negative affect has evolved along with human language was tested with a large sample (N = 377) of teachers in England, Scotland, and Australia who were undertaking continuing professional development (CPD) in gifted education. Quantitative indicators of teachers' subconscious feelings toward gifted children were measured using a five-dimensional semantic instrument. Oblique factor analysis produced a three-factor structure, namely, general characteristics of gifted children including high cognitive abilities, social misfits, and antisocial leaders. Teachers' negative affect toward gifted children concerns the potential use of high intelligence toward social noncompliance. The factor scores for teachers completing the CPD programs were lower for the noncompliance factors and higher for the general factor compared with scores of teachers commencing the programs.
Publication Type: Journal Article
Source of Publication: Gifted Child Quarterly, 52(3), p. 217-231
Publisher: Sage Publications Inc
Place of Publication: Washington, United States of America
ISSN: 0016-9862
Field of Research (FOR): 130399 Specialist Studies in Education not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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