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Introduction
® Why this question?
® The aim of this presentation is to point at presence of school stress and occurrence of stressors in intellectually gifted adolescents and their influence on school achievement and motivation.
Stressful situations in school
® School environment is typical for
stressful situations ® Everyone sees the stressful situation
differently
® Everyone copes with stress differently
® Stress influences school achievement and motivation to learn
1. Positively
2. Negatively
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Specifics of Intellectually gifted
® Higher IQ, Creativity ® Originality of thinking (Laznibatová, 2001)
® Interest in an activity in which they excel ® Good results in school doesn't have to
be connected (not conditionally) with
giftedness
—
Specifics of adolescents
® Changes in emotional and social area ® Interest in an activity that they enjoy ® Flexibility of thinking reaches a
maximum (no experience) ® Strong influence of peers ® Search for identity
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IGAin school and potential problems in working with them
® Relationship with friends: Friend as
Rival (New motivation factor) ® School is boring ® Cooperation ® Peers ® Refuse of drill ® Acceptance of authority
Methodology
® Research sample:BIGY, GYBY Brno-
11/12, 15/16 ® Questionnaire ® Interview
® Content analsysis of text ® (Big Five, Raven, SVF 78)
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Implications
® Work with IGA is needed
® IGA want to work if they are motivated
® IGA are most vulnerable group in terms of developing their giftedness. (Portešová, 2009)
® Adolescence is a period when an individual may cease to be interested (for any reason) in the activity in whic excelled.(Dočkal, 2005)
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THANK YOU FOR YOUR ATTENTION
Petra Holešovská 104845@mail.muni.c
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