Research Methods -A16 &A17

Statement of the Problem

Laura Kay Utgard

Linda Fischer

PSY 87127: Research Methods

July, 2018

STATEMENT OF THE PROBLEM

According to Creswell (2013) gifted students, irrespective of possessing higher levels of intelligence than their peers, are disadvantaged in the manner that they constantly do not or not provided with an environment to reach their full potential. The issues of excellence have been a developing factor most gifted students, parents and teachers try to understand in order to bridge the gap of disparities which are affecting the education of the gifted students. As presented by the previous studies, different challenges stand as blockages for gifted students to excel. Among the challenging problems is the lack of emotional and social support talented students require completing their development. Second is the issue of labeling which makes the students be stereotyped in the society making them become stigmatized? Also, the issue is the lack of precise objectives by the teachers, absent of the delivery model, as well as a poor assessment of the entire learning process of the gifted problems. These problems affect the educational progress of the gifted children distracting the full realization of their potential. Different theories have been developed to show how an independent and dependent variable affects the education of a gifted child. The following chart shows a chart describing the relationship between the effects of variables towards the education of a gifted child.

The primary independent variable in this study is gifted students who are affected by dependent variables like parents, teachers, education sectors, curriculum, theories, and gifted students programs.it means that different theories try to modify what affects the education of the gifted children with alternative resolutions to fit the expectations and needs of a gifted child. For instance, “stigma of giftedness” theory makes the gifted students be stereotyped in the society making them fail to fully use their ability and keep away from identifying with the stigma of to over-identify with the label through the adoption of the stereotypical characteristics. This theory directly impacts the independent variable main catalyst being the “society.” Emotional and social imbalance support also affects gifted students, a dependent variable that can be changed starting with parents and the families. This is explained by the attachment theory which stipulates that children who are enjoying a safe attachment connection with caregivers find it easier to explore their environment. Additionally, (American Psychological Association. 2010) report indicates that Dabrowski’s theory of positive disintegration affects gifted children development through the incorporation of their personality with their emotional development. Thus, gifted children require this theory that presents how special care is important in their education. Lastly, the dependent variable of resources distribution directly affects the quality provided to gifted students. This is best explained by the psychosocial development theory that highlights the importance of satisfying the socio-emotional needs of the talented scholars.

References

American Psychological Association (2010). Publication manual of the American Psychological Association. (6th Edition). Washington, D.C.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approach. Sage. 9781452226101

The Effect Of Different Theories On A Gifted Child Education