Features of school-based anxiety of intellectually gifted adolescents in the modern educational system

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.