Self-Perception of Giftedness in Adolescents Selected for Gifted Education Programmes



Specialized support for gifted children and adolescents should be based on the specifics of their social situation of development which is largely determined by the fact of identifying a person as gifted. ‘Labeling giftedness’ has a significant impact on the system of interpersonal relationships and self-attitude of children and adolescents. However, there is no holistic construct of the phenomenon of ‘self-perception of giftedness’ in psychology today, therefore, we defined the theoretical and empirical development of this construct as the goal of our study. The paper presents the results of this study which describes the construct of ‘self-perception of giftedness’ basing on the survey of 422 adolescents aged 15—17 years who had been selected for gifted education programmes. Using factor analysis we identify the main dimensions of the construct typical for late adolescence: giftedness resources/risks assessment; environment of risks and resources manifestation (internal/external); localization of conditions for high achievement (internal — external).Basing on the analysis of the significance of differences, we outline the perspectives of using the construct to reveal gender specifics of self-perception of giftedness in older adolescents enrolled in gifted education programmes.

General Information

Keywords: giftedness, self-perception of giftedness, adolescents, labeling giftedness

Journal rubric: Developmental Psychology

Article type: scientific article


Funding. The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 19-013-00729.

For citation: Volkova E.N., Miklyaeva A.V., Kosheleva A.N., Khoroshikh V.V. Self-Perception of Giftedness in Adolescents Selected for Gifted Education Programmes. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 3, pp. 49–63. DOI: 10.17759/pse.2020250305. (In Russ., аbstr. in Engl.)


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Information About the Authors

Elena N. Volkova, Doctor of Psychology, Professor, Leading Researcher, Psychological Institute of the Russian Academy of Education, Professor of the Department of Psychology of Education and Prevention of Deviant Behavior, Moscow Pedagogical State University (MPGU), Moscow, Russia, ORCID:, e-mail:

Anastasia V. Miklyaeva, Doctor of Psychology, Associate Professor, Professor of the Department of General and Social Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID:, e-mail:

Aleksandra N. Kosheleva, PhD in Psychology, Assistant Professor, Assistant Professor, Institute of Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID:, e-mail:

Valeriya V. Khoroshikh, PhD in Psychology, Associate Professor, Associate Professor, Department of Psychology of Professional Activity and Information Technologies in Education, The Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID:, e-mail:



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