IX–X kl. mokinių požiūris į išskirtiniais gabumais pasižyminčius bendraamžius
Attitude of the 9th and 10th year school children toward their gifted peers

Summary/Abstract: This article addresses the attitude of adolescents toward their gifted peers. Research reveals the relation between negative attitude and discriminating behaviour of persons. Some following reasons are considered fundamental for examining the attitude of pupils toward their gifted peers: giftedness is associated with unique vulnerability to bullying; gifted victims perceive that external factors cause bullying, but assume responsibility for resolving it themselves; gifted children can be highly distrssed by nonphysical kinds of bullying; coping strategies improve with age and gifted bullies can change their behavior [8]. It is very important, that the adolecent years in particular are reported to be potentially quite difficult for gifted individuals: gifted adolescents face the conflict between maximizing their abilities and fitiing in with the peer group [1]. The following methods of research were used: the theoretical method (analysis of scholarly literature), empirical methods (close type questionnaire, the method of incomplete sentences, Lickert’s scale survey), and statistical methods (descriptive statistics, correlative analysis). A total of 355 pupils attending 9th and 10th year course was investigated. Research data show that the pupils in question do not distinguish themselves by their particularly favourable attitude toward gifted children. Their approach was contradictory with the talented pupils being assessed positively in some situations, while evaluated negatively in others. The research allowed to determine the more favourable attitude of adolescents toward the persons with special needs rather than the gifted ones. More positive approach is not influenced by age, school type, being, however, clearly dependent on gender (girls favour the gifted). Also, it was determined that pupils’ values orientation makes a considerable impact on the research object in question.

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