A Qualitative Study on the Relationship Between Academic Achievement and Social Attributes of Chinese Gifted Students (79798)
Session Chair: Ta-Wei Wang
Sunday, 14 July 2024 09:40
Session: Session 1
Room: G12 (Ground)
Presentation Type:Oral Presentation
This study examines the delicate relationship between academic achievement and social acceptance among gifted individuals, revealing a propensity to conceal intellectual interests in order to meet intimate needs. Existing research indicates that some gifted students, to conform to peer culture, obscure their academic pursuits, sacrificing scholastic success for social assimilation. Grounded in the acknowledgment of distinct identity development patterns among gifted individuals, this qualitative research investigates the interplay between academic excellence and the cultivation of intimate relationships within a highly competitive educational environment. Building on existing literature, the study underscores the potential conflict between the academic self-concept and the social self-concept for gifted students who, from an early age, engage in identity negotiation while navigating the delicate balance between academic prowess and social acceptance. Employing qualitative methods, specifically semi-structured interviews with 10 participants from a prestigious high school in China, the research reveals a compelling dilemma faced by high-achieving students—a tension between fostering intimate relationships and excelling academically. The findings illuminate a trade-off as students concentrate on enhancing their academic self-concept within the demanding educational context, resulting in a compromise of interpersonal skill development. This cyclical process implies that diminished social skills contribute to lower self-confidence in social interactions, subsequently influencing the social self-concept. In summary, this research offers valuable insights into the nuanced dynamics of social attributes and academic achievements among gifted Chinese students in competitive educational settings.
Authors:
Yue Zhu, University of Edinburgh, United Kingdom
About the Presenter(s)
Ms Yue Zhu is a University Doctoral Student at University of Edinburgh in United Kingdom
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