An investigation of the views of parents of gifted children on the influences of the labeling

Derya Uygun; Sahil Ceylan

doi:10.5281/zenodo.15396014

An investigation of the views of parents of gifted children on the influences of the labeling

Abstract

The identification of gifted individuals and the use of the 'gifted' label for these individuals continues to be a controversial topic in educational literature, both pedagogically and socially. While research on the effects of this label on individuals has been conducted, studies focusing on parents' experiences and perceptions remain limited. This study aims to examine the perceptions of parents of 8-year-old gifted children regarding the labeling process and the impact of this label on their children's social and academic lives. The study was conducted using a phenomenological approach, a qualitative research design. It was carried out in 2025 with 9 parents (6 mothers, 3 fathers; age range: 30-43) whose children had officially been diagnosed as gifted. Data was collected through a semi-structured interview form titled "Parents' Views on the Labeling Effects of Gifted Children" and analyzed thematically. The findings of the study were structured around four main themes and 13 subthemes. First, under the theme of responses to the diagnosis, it was observed that parents had both positive (happiness, pride, excitement) and negative (anxiety, uncertainty, fear of inadequacy) emotional responses to the identification of their children as gifted. Under the theme of the impact of the diagnosis on parents' perceptions and attitudes, it was found that some parents took more conscious steps toward developing their child's potential, accepted the diagnosis, and normalized it; while others did not observe any change in their children and did not inform their child about the diagnosis. Third, under the theme of the effect of labeling on the social relationships of gifted children, most parents reported no significant changes in social relationships, while some stated that their children experienced an increase in self-confidence after the diagnosis. Lastly, under the theme of the effect of labeling on academic achievement, it was found that children showed tendencies such as fast learning, dislike for repetition, and development of academic control. Some parents stated that the diagnosis positively contributed to academic success in some cases, while in other cases, the effect was limited. Despite the limitations, such as the small number of participants and focusing only on one age group, the findings provide valuable insights for the development of strategies for talent management in early childhood. Based on the findings of this study, a holistic support model consisting of three stages is proposed for the families of gifted children.

Keywords

References

Adams-Byers, J., Whiteman, C. S., & Moon, S. M. (2004). Perfectionism and competitive behavior in gifted students. Gifted Child Quarterly, 48(4), 283-292. https://doi.org/10.1177/001698620404800402
Borland, J. H. (2005). Gifted education without gifted children: The case for no conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 1-19). Cambridge University Press.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
Cross, T. L., & Coleman, L. J. (1993). The social cognition of gifted adolescents: An interpretive perspective. Roeper Review, 16(1), 25-28. https://doi.org/10.1080/02783199309553530
Cross, J. R., & Cross, T. L. (2022). Handbook for counselors serving students with gifts. Routledge.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press.
Freeman, J. (2010). Gifted lives: What happens when gifted children grow up. Routledge.
Ferrándiz, C., Ferrando-Prieto, M., Infantes-Paniagua, Á., Fernández Vidal, M. C., & Pons, R. M. (2024). Pre-service teachers' perceptions of physical, socioemotional, and cognitive traits in gifted students: Unveiling bias. Frontiers in Sports and Active Living. https://doi.org/10.3389/fspor.2024.1472880

Gagné, F. (2011). Academic talent development and the equity issue in gifted education. Talent Development & Excellence, 3(1), 3-22.
Gates, J. (2010). Children with gifts and talents: Looking beyond traditional labels. Support for Learning, 25(1), 37- 42. https://doi.org/10.1111/j.1467-9604.2009.01432.x
Greenspon, T. S. (2000). The social and emotional needs of gifted children. G/C/T, 23(4), 35-39.
Guskin, S. L., Okolo, C. M., Zimmerman, I. S., & Peng, C. Y. J. (1986). Being labeled gifted or talented: Meanings and effects perceived by students, parents, and teachers. Journal for the Education of the Gifted, 9(3), 213-232. https://doi.org/10.1177/016235328600900305
Jolly, J. L., & Matthews, M. S. (2012). A critique of the literature on parenting gifted learners. Journal for the Education of the Gifted, 35(3), 259–290. https://doi.org/10.1177/0162353212451703
Kärkkäinen, S., Kujala, T., & Niemi, P. (2009). Resilience in gifted children: A parental perspective. Journal for the Gifted, 32(3), 213-230. https://doi.org/10.1177/016235320903200302
Leana-Taşcılar, M. Z., Sak, U., & Kurnaz, A. (2016). Gifted education in Turkey: A paradigm shift. In D. Ambrose & T. Cross (Eds.), Gifted education in the 21st century (pp. 111-127). Sense Publishers.
Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24. https://doi.org/10.1348/000709906X156881
Matthews, M. S., Ritchotte, J. A., & Jolly, J. L. (2014). What’s wrong with giftedness? Parents’ perceptions of the gifted label. Gifted Child Quarterly, 58(3), 232-245. https://doi.org/10.1177/0016986214534890
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Mohamed, A., & Elhoweris, H. (2022). Teachers' perceptions of gifted students in the UAE: Identification, characteristics, and programming. International Journal of Educational Research, 112, 101912. https://doi.org/10.1016/j.ijer.2022.101912
Morawska, A., & Sanders, M. R. (2008). The role of parents in the development of gifted children’s social- emotional well-being. Gifted Education International, 24(2), 191-202. https://doi.org/10.1177/026142940802400204
Nisbett, R. E., & Wilson, T. D. (1977). The halo effect: Evidence for unconscious alteration of judgments. Journal of Personality and Social Psychology, 35(4), 250-256. https://doi.org/10.1037/0022-3514.35.4.250
Öpengin, E., & Sak, U. (2012). Effects of gifted label on gifted students’ perceptions. Turkish Journal of Giftedness and Education, 2(1), 37–59.
Pfeiffer, S. I. (2015). Essentials of gifted assessment. Wiley.
Pfeiffer, S. I., & Foley-Nicpon, M. (2021). Twice-exceptional learners: Supporting students with both gifts and challenges. School Psychology Review, 50(2–3), 275–286. https://doi.org/10.1080/2372966X.2020.1859465
Reis-Jorge, J., Lopes, J., & Almeida, L. S. (2021). Teachers’ perceptions and attitudes toward gifted students: A study in Portugal. European Journal of Psychology of Education, 36(4), 851-869. https://doi.org/10.1007/s10212- 020-00506-2
Rimm, S. B. (2002). Raising the gifted: Developing a program for gifted education. Prufrock Press.
Ryan, S. M. (2013). The gifted label: A qualitative study of gifted adolescents’ perspectives on being labeled gifted [Master’s thesis, University of Oregon]. University of Oregon Scholars' Bank. https://scholarsbank.uoregon.edu/xmlui/handle/1794/12989
Robinson, N. M. (1990). Giftedness and the gifted: What’s it all about? Phi Delta Kappan, 71(1), 52-57.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart & Winston.
Sezgin, F. (2020). Parental perceptions of giftedness and its effect on family life: A qualitative study. Gifted Education International, 36(1), 37-53. https://doi.org/10.1177/0261429420913156
Subotnik, R. F., Robinson, A., Callahan, C. M., & Gubbins, E. J. (2012). National excellence: A case for developing America’s talent. Department of Education, Office of Educational Research and Improvement.
Tercan, B., & Bıçakçı, M. Y. (2022). The effect of parental beliefs on gifted students' motivation and self-concept. Turkish Journal of Giftedness and Education, 12(2), 189-207.
TÜBİTAK. (2013). Üstün Yetenekli Bireyler Strateji ve Uygulama Planı 2013–2017. Ankara: Türkiye Bilimsel ve Teknolojik Araştırma Kurumu.
Wilson, H. (2015). The role of parental expectations in the academic success of gifted students. Gifted Child Today, 38(1), 31-37. https://doi.org/10.1177/1076217514556533
Yıldız, Y., & Altay, S. (2021). Parental attitudes and gifted children’s social adjustment: A longitudinal study. Journal of Gifted Education, 32(4), 263-278. https://doi.org/10.1177/0162353221107029

Details

Primary Language

English

Subjects

Special Talented Education

Journal Section

Research Article

Authors

Derya Uygun ^*
Türkiye

Sahil Ceylan This is me
0009-0001-9536-9163
Türkiye

Early Pub Date

May 13, 2025

Publication Date

June 30, 2025

Submission Date

March 16, 2025

Acceptance Date

May 13, 2025

Published in Issue

Year 2025 Volume: 12 Number: 1

DOI

https://doi.org/10.5281/zenodo.15396014

IZ

https://izlik.org/JA88BX82GA

Cite

RIS / Bibtex

APA

Uygun, D., & Ceylan, S. (2025). An investigation of the views of parents of gifted children on the influences of the labeling. Journal of Gifted Education and Creativity, 12(1), 79-93. https://doi.org/10.5281/zenodo.15396014

AMA

1.Uygun D, Ceylan S. An investigation of the views of parents of gifted children on the influences of the labeling. JGEDC. 2025;12(1):79-93. doi:10.5281/zenodo.15396014

Chicago

Uygun, Derya, and Sahil Ceylan. 2025. “An Investigation of the Views of Parents of Gifted Children on the Influences of the Labeling”. Journal of Gifted Education and Creativity 12 (1): 79-93. https://doi.org/10.5281/zenodo.15396014.

EndNote

Uygun D, Ceylan S (June 1, 2025) An investigation of the views of parents of gifted children on the influences of the labeling. Journal of Gifted Education and Creativity 12 1 79–93.

IEEE

[1]D. Uygun and S. Ceylan, “An investigation of the views of parents of gifted children on the influences of the labeling”, JGEDC, vol. 12, no. 1, pp. 79–93, June 2025, doi: 10.5281/zenodo.15396014.

ISNAD

Uygun, Derya - Ceylan, Sahil. “An Investigation of the Views of Parents of Gifted Children on the Influences of the Labeling”. Journal of Gifted Education and Creativity 12/1 (June 1, 2025): 79-93. https://doi.org/10.5281/zenodo.15396014.

JAMA

1.Uygun D, Ceylan S. An investigation of the views of parents of gifted children on the influences of the labeling. JGEDC. 2025;12:79–93.

MLA

Uygun, Derya, and Sahil Ceylan. “An Investigation of the Views of Parents of Gifted Children on the Influences of the Labeling”. Journal of Gifted Education and Creativity, vol. 12, no. 1, June 2025, pp. 79-93, doi:10.5281/zenodo.15396014.

Vancouver

1.Derya Uygun, Sahil Ceylan. An investigation of the views of parents of gifted children on the influences of the labeling. JGEDC. 2025 Jun. 1;12(1):79-93. doi:10.5281/zenodo.15396014