Gifted children’s social problem solving skills, social competence and school adjustment

Year 2023, Volume: 10 Issue: 1, 45 - 53, 30.03.2023

Fatma Betül Şenol Selda Koca Ömer Erbasan

Abstract

The study was conducted to examine the relationship between social problem solving skills, social competencies and school adjustment of gifted children. The main problem of the study is the examination of the relationship between social problem solving skills, social competencies and school adjustment of gifted children. In addition, the study examined gifted children's social problem-solving skills, social competencies and school adjustment by gender and grade. The study was designed in correlational research model as it examines the relationship between social problem solving skills, social competencies and school adjustment. The study group consisted of 63 gifted primary school students studying in a science and art centre. The Social Problem Situations Inventory for Children and the Walker-McConnell Social Competence and School Adjustment Scale were used as data collection instruments. The data were collected in the autumn term of the academic year 2021-2022. The Social Problem Situations Inventory was distributed and completed by the children. The Walker-McConnell Social Competence and School Adjustment Scale was completed by the teachers for the children. The Mann-Whitney U-test and Spearman's rank correlation coefficient were used to determine the level and direction of the relationship between scale scores. As a result of the study, the social problem solving skills, social competence and school adjustment levels of the gifted children were high. Gender did not have a significant effect on social problem solving skills, social competence and school adjustment, but grade level did. Finally, there was a positive and significant relationship between gifted children's social problem solving skills, social competence and school adjustment. Gifted children have sufficient skills, social competence, and ability to adapt to school in order to overcome social problems. Interventions may be planned to increase social problem-solving skills, social competence and school adjustment of gifted children, and comparisons may be made by including typically developing children.

Keywords

Gifted children, Social problem solving, Social competence, School adjustment

References

• Agbakwuru, C., & Agbakwuru, G. A. (2012). Improving intellectual functioning and school adjustment of children through Bilingual education. The Educational Psychologist, 6(1), 183-187.
• Ahvan, L., & Mirzaei, P. (2020). The effectiveness of group cognitive-social problem solving on self-control and anxiety in girl preschool children. Social Cognition, 9(2), 27-40.
• Alfodhly, R., Aljafari, A., Alabdullatif, M, Alghamdi, A., AlOtaibi, B., & Alarfaj, A. (2021). Mindfulness and its relationship to social skills among gifted students. Journal of Gifted Education and Creativity, 8(2), 33-55.
• Almukhambetova, A., & Hernández-Torrano, D. (2020). Gifted students’ adjustment and underachievement in university: An exploration from the self-determination theory perspective. Gifted Child Quarterly, 64(2), 117-131.
• Anliak, S., & Dincer, C. (2009). How children’s interpersonal cognitive problem-solving skills change through the years. Eurasian Journal of Educational Research, 37(37), 71-90.
• Arı, M., & Yaban, H. (2012). 9-11 yaşındaki çocukların sosyal problem çözme becerilerinde cinsiyet ve yaş farklılıkları (Gender and age differences in social problem solving skills of 9-11 year old children). Education and Science, 37(164), 188-203.
• Ataş, M.S. & Sirem, O. (2020). Özel yetenekli öğrencilerin akran ilişkilerinin öğretmen görüşlerine göre incelenmesi (Examination of the peer relations of gifted students according to the opinions of teachers). Journal of History School, 48, 3256- 3273.
• Aysan, F., & Uz Bas, A. (2004). İlköğretim 4. ve 5. sınıflarda okuyan öğrencilerin sosyal becerileri ve okul uyumu ile depresyon düzeyleri arasındaki ilişkilerin incelenmesi (Investigation of the relationship between social skills and school adjustment and depression levels of primary school 4th and 5th grade students). Abant Izzet Baysal University Journal of the Faculty of Education, 4(8), 91-107.
• Ayvaz-Tuncel, Z., & Demirel, M. (2010). İlköğretim öğrencilerinin sosyal sorun çözme becerilerinin geliştirilmesine ilişkin bir çalışma (A study on the development of primary school students' social problem-solving skills). Community and Social Work, 21(1), 25-44.
• Bainbridge, C. (2022). How to recognize a gifted child's behavior problems. Verywell Family, Retrieved from: https://www.verywellfamily.com/social-and-emotional-problems-affecting-gifted-children-1449336
• Bolland, A. C., Tomek, S. E., Besnoy, K. D., & Bolland, J. M. (2018). Gifted ‘n the ‘hood: Gender and giftedness as predictors of social risk among low-income students. Exceptionality, 26(3), 190-208.
• Broadhead, P. (2003). Early years play and learning: developing social skills and cooperation. Routledge.
• Brownell, C. S. (2016). Prosocial behavior in infancy: The role of socialization. Child Development Perspectives, 10(4), 222-227. https://doi.org/10.1111/cdep.12189
• Buyse, E., Verschueren, K., Verachtert, P., & Van Damme, J. (2009). Predicting school adjustment in early elementary school: Impact of teacher-child relationship and classroom climate. The Elementary School Journal, 110(2), 119–141.
• Chang, E. C., D'Zurilla, T. J. & Sanna, L. J. (2004). Social problem solving: Theory, research, and training. American Psychological Association.
• Citil, M., & Ataman, A. (2019). Positive behavior support-based preventive classroom management practices for gifted students: An action research. Turkish Journal of Giftedness and Education, 9(2), 102-130.
• Clark, B. (2002). Growing up gifted. Developing the potential of children at home and at school. (5th ed.). Prentice Hall.
• Coleman, L. & Cross, T. (2001). Being gifted in school: An introduction to development, guidance, and teaching. Prufrock Press.
• Cross, J. R. (2021). Gifted children and peer relationships. In M. Neihart, The Social and Emotional Development of Gifted Children (pp. 41-54). Routledge.
• Dereli-İman, E. (2013). Çocuklar için sosyal problem çözme ölçeği’nin 6 yaş grubu için Türkiye uyarlaması ve okul öncesi davranış problemleri ile sosyal problem çözme becerileri arasındaki ilişkiler (The Turkish adaptation of the social problem solving scale for children for the 6-year-old group and the relationships between preschool behavior problems and social problem solving skills). Educational Sciences in Theory and Practice, 13(1), 479-498.
• Dullaghan, B. (2011). Why Doesn't Every Gifted Child Succeed?. Parenting for High Potential, 1(3), 10-11.
• Fernández, E., García, T., Arias-Gundín, O., Vázquez, A., & Rodriguez, C. (2017). Identifying gifted children: Congruence among different IQ measures. Frontiers in Psychology, 8(1239), 1-10. https://doi.org/10.3389/fpsyg.2017.01239
• Gross, M. U. M. (1993). Exceptionally gifted children. Routledge.
• Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 21-39.
• Jauk, E., Benedek, M., Dunst, B., & Neubauer, A. C. (2013). The relationship between intelligence and creativity: new support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence, 41, 212–221. https://doi.org/10.1016/j.intell.2013.03.003
• Kargi, E. (2009). Bilişsel yaklaşıma dayalı kişiler arası sorun çözme becerileri kazandırma (BSÇ) programının etkililiği: Okul öncesi dönem çocukları üzerinde bir araştırma (The effectiveness of the cognitive approach based interpersonal problem solving skills (CPS) program: A study on preschool children). Doctoral Thesis.. Ankara Universtiy, Ankara.
• Kerr, B. A., & Multon, K. D. (2015). The development of gender identity, gender roles, and gender relations in gifted students. Journal of Counseling & Development, 93(2), 183-191.
• Lee, S. Y., Olszewski-Kubilius, P., & Thomson, D. T. (2012). Academically gifted students’ perceived interpersonal competence and peer relationships. Gifted Child Quarterly, 56(2), 90-104. https://doi.org/10.1177/0016986212442568
• Magelinskaitė-Legkauskienė, Š., Legkauskas, V., & Kepalaitė, A. (2018). Teacher perceptions of student social competence and school adjustment in elementary school. Cogent Psychology, 5(1), 1421406.
• Mayeux, L., & Cillessen, A. H. (2003). Development of social problem solving in early childhood: Stability, change, and associations with social competence. The Journal of Genetic Psychology, 164(2), 153-173.
• Moon, S. M. (2016). Counselling issues and research. In S. Mendaglio & J. S., Peterson, Models of counseling gifted children, adolescents, and young adults (p 7-27). Prufrock Press.
• Navas-Sánchez, F. J., Carmona, S., Alemán-Gómez, Y., Sánchez-González, J., Guzmán-de-Villoria, J., Franco, C., et al (2016). Cortical morphometry in frontoparietal and default mode networks in math-gifted adolescents. Human Brain Mapping, 37(5), 1893-1902.
• Neihart, M. (2006). Services that meet social and emotional needs of gifted children. In J. H. Purcell & R. D. Eckert (Eds.). Designing services and programs for high ability learners: A Guidebook for Gifted Education (pp. 112-124). Corwin Press.
• Nguyen, C. K., Tran, H. T., & Nguyen, M. L. T. (2021). The development of a social problem solving test for elementary school students. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 39, 35-57.
• Ngwoke, A. N. (2020). Relationship among parental stress level, pupils’social competence and school adjustment in Enugu State Nigearia. Journal of the Nigerian Council of Educational Psychologists, 13(1), 355-367.
• Olszewski-Kubilius, P., Lee, S. Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199-216.
• Peterson, J. S. (2016). A developmental perspective. In S. Mendaglio & J. S. Peterson, Models of counseling gifted children, adolescents, and young adults (p 97-124). Prufrock Press.
• Pfeiffer, S. I. (2012). Current perspectives on the indentification and assessment of gifted students. Journal of Psychoeducational Assessment, 30(1), 3–9. https://doi.org/10.1177/0734282911428192
• Reis, S. M., & Hébert, T. P. (2008). Gender and giftedness. In S. I. Pfeiffer (Eds.), Handbook of giftedness in children (pp. 271-291). Springer.
• Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st Century: a four-part theoretical approach. Gifted Child Quarterly, 56, 150–159. https://doi.org/10.1177/0016986212444901
• Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In S. M. Reis (Ed.), Reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 55–90). Prufrock Press.
• Robinson, N. M. (2008). The social world of gifted children and youth. In S. I. Pfeiffer (Eds.), Handbook of giftedness in children (pp. 33-51). Springer.
• Solé-Casals, J., Serra-Grabulosa, J. M., Romero-Garcia, R., Vilaseca, G., Adan, A., Vilaró, N., ... & Bullmore, E. T. (2019). Structural brain network of gifted children has a more integrated and versatile topology. Brain Structure and Function, 224(7), 2373-2383. https://doi.org/10.1007/s00429-019-01914-9
• Stuart, T., & Beste, A. (2011). I always knew i was different: Understanding the gifted. Pentland Press.
• Su, S., Pettit, G. S., Lansford, J. E., Dodge, K. A., & Bates, J. E. (2020). Children's competent social‐problem solving across the preschool‐to‐school transition: Developmental changes and links with early parenting. Social Development, 29(3), 750-766.
• Tasci, M. (2013). 5-7 yaş grubundan oluşan 1. sınıftaki öğrencilerin sosyal becerilerinin değerlendirilmesi (Evaluation of social skills of 1st grade students aged 5-7). Master Thessis. İstanbul Aydın University, İstanbul.
• Townend, G. (2022). Common misconceptions around gifted students and their teachers. Australian Association for the Education of the Gifted and Talented. Retrieved from https://www.aaegt.net.au/common-misconceptions-around-gifted-students-and-their-teachers,
• Turker, M., & Tunc, E. (2021). İlkokul birinci sınıf öğrencilerinin okula uyum ve sosyal yeterlik düzeylerini etkileyen yordayıcıların incelenmesi (Investigation of predictors affecting school adjustment and social competence levels of first year primary school students). International Journal of Social and Educational Sciences, 16, 104-122.
• Valadi, S., Gabbard, C., & Hooshyari, F. (2020). Effects of affordances in the home environment on children's personal‐social, problem‐solving, and communication skills. Child: Care, Health And Development, 46(4), 429-435.
• Vatansever, O. (2018). Scratch ile programlama öğretiminin ortaokul 5. ve 6. sınıf öğrencilerinin problem çözme becerileri üzerindeki etkisinin incelenmesi (Investigation of the effect of teaching programming with Scratch on the problem solving skills of secondary school 5th and 6th grade students). Doctoral Thesis, Bursa Uludag University, Bursa.
• Webb, J. (1994). Nurturing social-emotional development of gifted children. The Council for Exceptional Children.
• Wellisch, M. (2016). Gagne's DMGT and underachievers: The need for an alternative inclusive gifted model. Australasian Journal of Gifted Education, 25(1), 18-30.
• Wellisch, M. (2021). Parenting with eyes wide open: Young gifted children, early entry and social isolation. Gifted Education International, 37(1), 3-21.
• Welsh, M., Parke, R. D., Widaman, K., & O'Neil, R. (2001). Linkages between children's social and academic competence: A longitudinal analysis. Journal of school psychology, 39(6), 463-482.
• Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child development, 62(5), 1066-1078.
• Whitcomb, S. A. (2018). Behavior, social, and emotional assessment of children and adolescents. Routledge
• Widodo, S., & Darmawan, A. A. (2019). Enhancing the Social Problem Solving Skill by Implementing the Social Inquiry Learning Model in Primary School. International Journal of Theory and Application in Elementary and Secondary School Education, 1(2), 108-130. https://doi.org/10.31098/ijtaese.v1i2.36
• Yarali, K. T., & Ozkan, H. K. (2016). Çocukların (60-72 aylık) sosyal problem çözme becerileri ile sosyal yetkinlik ve davranış durumları arasındaki ilişkinin incelenmesi (Investigation of the relationship between social problem solving skills of children (60-72 months old) and their social competence and behavior). Turkish Journal of Social Studies, 20(2), 345-361.
• Yilmaz, E., Yel, S., & Griffiths, M. (2021). Çocuklar için sosyal problem durumları envanterinin geliştirilmesi ve Türkçe’ye uyarlama çalışmaları (Developing the inventory of social problem situations for children and adapting it to Turkish). Journal of Innovative Research in Social Studies, 4(1), 12-33.
• Yılmaz, E., Yel, S., & Griffiths, M. D. (2022). Comparison of children's social problem-solving skills who play videogames and traditional games: A cross-cultural study. Computers & Education, 187 (104548), 1-13.
• Yukcu, S. B., & Demircioglu, H. (2017). Okul öncesi dönemdeki çocukların sosyal problem çözme becerisinin çeşitli değişkenler açısından incelenmesi (Investigation of social problem solving skills of preschool children in terms of various variables). Journal of Early Childhood Studies, 1(2), 216-238.