FEATURES OF IDENTIFICATION AND DEVELOPMENT OF DIFFERENT TYPES OF ADOLESCENTS’ GIFTEDNESS IN THE EDUCATIONAL ENVIRONMENT

Abstract

The article presents the results of a theoretical and empirical study of the problem of identifying and developing different types of giftedness in adolescents within the educational environment. The relevance of the study is determined by the need to improve psychological and pedagogical approaches to giftedness identification, taking into account age-related characteristics of self-awareness development, motivational sphere, and social interactions in adolescence. Giftedness is analyzed as a dynamic, multidimensional construct formed through the interaction of individual abilities and conditions of the educational environment. The empirical study was conducted using expert rating assessments based on J. Renzulli’s model and included the evaluation of learning abilities, motivational-personal, creative, and leadership giftedness. The sample consisted of adolescent students from general secondary education institutions and their class teachers, who acted as experts. Several types of ratings were applied: expert evaluation (ratings by class teachers), self-evaluation (students’ self-assessments), and peer evaluation (average ratings given by classmates). The results of the empirical study indicate that the majority of adolescents demonstrate a medium level of expression of different types of giftedness. At the same time, significant discrepancies were found between teachers’ expert assessments and students’ self- and peer evaluations regarding creative and motivational-personal giftedness. A tendency for adolescents to underestimate their own potential was identified, which may be associated with age-related instability of self-concept and the influence of social expectations. The study concludes that a multicriteria approach to giftedness identification is advisable, as well as the need to create a developmental educational environment to support its actualization.