The Relationship between Writing Dispositions and Intelligence Domains of Gifted Students (original) (raw)
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Relationship between creativity and intelligence in regular students and giftedness students
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The present study sought to identify the relationship between creativity and intelligence in gifted students. The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative).
Validity of the Anadolu-Sak Intelligence Scale in the identification of gifted students
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Anadolu-Sak Intelligence Scale (ASIS) is the first intelligence scale developed and normed in Turkey. In this study, the concurrent validity of the ASIS was investigated. A total of 98 gifted and 232 average students were administered the ASIS. Gifted students’ mean IQ (135) on the ASIS was found to be above the traditional cutoff (130 IQ). ASIS general intelligence index was the best predictor of giftedness, followed by the Fluid Reasoning Index, the Crystalized Knowledge Index and the Memory Capacity Index. Correlations between the ASIS indexes and academic achievement in math, science, language and social studies for average students were high, ranging from .50 to .83. The General Intelligence Index had the highest correlations with academic achievement in all the subjects with a mean correlation of .81 at the fourth grade and .75 at the fifth grade. Results provided strong support for the validity of the ASIS in relation to academic achievement and giftedness.
Focusing on the dominant intelligences of individuals from their early ages will be beneficial for them and the society in terms of improving their talents. When this situation is considered for gifted and talented children, we believe that there is a need for detailed analysis for Turkey beginning from the early years of children. Hence, in this study, it is aimed to investigate the multiple intelligence domains of Turkish gifted and talented students studying in science and art centres (SACs) across the country via a survey research. This paper presents the results gained from 12 SACs. Those SACs were selected according to the socio-economic development index (SEDI) of Turkey as declared by Ministry of Development (MD) which considered the country to consist of 6 regions. Two SACs from each of those six regions were included in the study. Thus, the sample consisted of 390 middle school 5th grade students. A Likert type multiple intelligence test which included 80 items related to eight domains of multiple intelligence was utilized as data collection instrument (Demirel, Başbay & Erdem, 2006: 155). Descriptive statistics and non-parametric statistics tests were conducted in order to analyze the study data. The results indicated various differences among multiple intelligence scores of the participants. Key words: Gifted and talented students, multiple intelligence domains, science and art centres.
2014
Focusing on the dominant intelligences of individuals from their early ages will be beneficial for them and the society in terms of improving their talents. When this situation is considered for gifted and talented children, we believe that there is a need for detailed analysis for Turkey beginning from the early years of children. Hence, in this study, it is aimed to investigate the multiple intelligence domains of Turkish gifted and talented students studying in science and art centres (SACs) across the country via a survey research. This paper presents the results gained from 12 SACs. Those SACs were selected according to the socioeconomic development index (SEDI) of Turkey as declared by Ministry of Development (MD) which considered the country to consist of 6 regions. Two SACs from each of those six regions were included in the study. Thus, the sample consisted of 390 middle school 5th grade students. A Likert type multiple intelligence test which included 80 items related to eight domains of multiple intelligence was utilized as data collection instrument (Demirel, Başbay & Erdem, 2006: 155). Descriptive statistics and non-parametric statistics tests were conducted in order to analyze the study data. The results indicated various differences among multiple intelligence scores of the participants.
(1) Background: Executive functioning is a concept that suggests a scheme of relationship between brain-mind and behavior, through a plan and control of individuals actions on tasks and context. This work is an approach to the study between relationship of abilities (flair) and the execution, between cognitive development and executive functioning as intelligence and creativity and reading writing learning association. The objective is trying to give a definition of neuropsychological profile of Gifted Students; (2) Methods: We studied 20 Gifted Student assessments by a school counselor, under some characteristics as having greater than 125 IQ. The age range was 6:8 to 11:8 from Primary School. Instruments were WISC-V. BRIEF-2 and TTCT; (3) Results: We observed a positive correlation between IQ and Inhibition, that would keep relation with behavioral mechanism (guide work, autonomy, impulse control, ...) of students to develop cognitive and metacognitive abilities as going in-depth in habits, skill, and strategies of intellectual work in the classroom; (4) Conclusions: There is a distance between executive functioning and IQ. Correlations, considering our sample, would express a halfway association between both variables. Association that would be explained for the connection or underlying cognitive mechanism in some factors of variables.
Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178 intellectually gifted students who attend high school. As a result of the study, correlations were determined between the scholarly creativity domains and sociability, global emotional intelligence (TEQ), science course, verbal and performance intelligence scores; mechani-cal/scientific creativity and mathematics and science courses, well-being and self-control; performance creativity and sociability; self/everyday creativity and science courses, well-being, self-control, sociability and global TEQ; artistic creativity and sociability, and global TEQ. Moreover, researcher used a hierarchical regression analysis to see whether independent variants predict the creativity domains or not.
Anglophile Journal
This article was focused on the correlation between students’ intelligence quotient (IQ) and their writing ability. The purpose of the study was to find out whether there is any positive correlation between students’ intelligence quotient (IQ) and their writing ability. This study was quantitative research. The sample was 25 students. To collect the data, the researchers informed the students’ an instrument in multiple-choice tests as many as 15 questions for intelligence quotient (IQ) and an essay which is a form in the descriptive text for writing ability. Descriptive statistic and hypothesis testing were used to analyze the data in this research. Furthermore, the mean score of students’ intelligence quotient (IQ) was 78.00 and 66.24 was the mean score of students’ writing. Moreover, the Standard Deviation of intelligence quotient (IQ)was 3.464 and writing was 4.772. The present researcher found out the result of the correlation coefficient was .403 at p =.046 which was lower than...
The Journal of Secondary Gifted Education
The Journal of Secondary Gifted Education, 2005
This article presents results of a study that compared critical thinking in two writing samples (essays) from gifted adolescents who attended a residential school. The essays were written at the beginning of the junior year (when students were admitted to the school) and at the beginning of the senior year. All students in the study composed their first essay in handwritten form. On the second essay, some students were randomly assigned to a computer condition and composed their essays on the computer. Results demonstrated a gender-specific effect of using computers to compose essays. Boys using the computers produced significantly more words, sentences, and paragraphs than boys who did not use the computer to write and received higher ratings on a structured rubric. Girls scored the same in both conditions and performed consistently at a level on par with the boys using computers.
A Psychosocial Approach to Improving Growth in Gifted Students' Academic Writing
2020
Underachievement for all student populations remains a pressing concern for educational systems, and gifted student populations are no exception. However, many aim for academic-focused interventions while leaving out the social-emotional driving factors in underachievement. Researchers have found connections between social-emotional interventions and academic success, but there have been fewer studies targeting the impact of a domain-specific, social-emotional intervention embedded into the academic course as a possible ameliorating factor for underachievement with gifted students. The purpose of this study was to analyze the impact that a growth-mindset intervention has on gifted students’ growth and achievement in language arts when embedded into the classroom curriculum for the first semester. In this quasi-experimental, quantitative study, survey data and achievement data were collected and analyzed. I found that the intervention could not be said to have significantly impacted ...