Abstract
The article analyses the concept “school-based anxiety” in terms of current trends and innovations in education. It describes the study of school-based anxiety of intellectually gifted school children. We revealed the prevalence of personal, situational and other types of school-based anxiety in gifted adolescents. Increased personal, situational and school-based anxiety is associated with high cognitive motivation and motivation to achieve. A high degree of awareness and reflexivity of senior pupils make the educational sphere significant (super-significant) for gifted children. The disharmonious development of various areas of the personality of an intellectually gifted child does not always allow us to correct anxiety with various strategies of coping behavior. Behavioral and emotional manifestations of anxiety often prevent an adolescent from realizing his own potential. According to the study results, it is recommended to teach intellectually gifted senior pupils special methods of emotional regulation, attention switching, and methods of correcting their behavior using special programs. Vacation and profile sessions should include not only profile classes, but also coaching programs of both individual and group forms for the all-round development of an intellectually gifted adolescent’s personality with the aim of harmonious preparing him for activities in a world of uncertainty.
Highlights
The article analyses the concept “school-based anxiety” in terms of current trends and innovations in education
In Russian psychology Levitov N.D., Prikhozhan A.M., Spilberger Ch.D., Khanin Yu.L., Hekhausen H., and others define anxiety as an experience of emotional discomfort associated with a presentiment of imminent danger, the expectation of ill-being [2]
The fear of self-expression is leading among intellectually gifted adolescents, and social fears in relations with teachers and the situation of knowledge testing stand out as dominant fears
Summary
Purpose: to study the characteristics of school anxiety of intellectually gifted adolescents. The results of the empirical study identifying situational anxiety revealed that in the group of intellectually gifted pupils the average value in the group is 12 points, while in the group with a mean level of mental development it is 4 points. Higher values are in the group of intellectually gifted adolescents This proves that the average value of personal and situational anxiety in the group of intellectually gifted adolescents exceeds the average value in the group with a mean level of mental development. Students with a mean level of mental development demonstrate the active use of simple concepts, a developed ability to establish externally obvious causal relations, while complex operations of generalization and abstraction cause difficulties These features of cognitive development are reflected in school fears and anxieties of adolescents. Group with a Group with a high level of mean level of mental mental development development (average)
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