Project ReKi
Stress among (gifted) primary school students
Resilience represents a theoretically important factor in talent development. We investigate this relation by using a diary study in which (particularly gifted) primary school children report how they experience stress and how they cope with it.
Resilience is characterized as a dynamic, situational and changing capacity to successfully cope with adversities and challenges. In the context of giftedness, resilience is considered as a factor that promotes development from potential to achievement. However, systematic research on the relation between resilience and giftedness is still lacking. Little is known about whether gifted children experience various stressors, perceive them differently, and cope with them in distinct ways.
The project therefore investigates types of stressors (gifted) primary school children experience and how they cope with them. For 2 weeks, third and fourth-graders report unpleasant events daily in an online diary, and report their emotions, physical sensations during these events, and their coping strategies. The findings should contribute to a better understanding of resilience in gifted children, support the development of appropriate assessments of the relation between resilience and giftedness and provide a foundation to design specific interventions to foster resilience.
Funding
