P ocedia - Social and Beha io al Sciences 217 ( 2016 ) 214 – 221
A ailable online a www.sciencedi ec .com
1877-0428 © 2016 The Au ho s. Published by Else ie L d. This is an open access a icle unde he CC BY-NC-ND license
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Pee - e iew unde esponsibili y o Fu u e Academy® Cogni i e T ading
doi: 10.1016/j.sbsp o.2016.02.068
ScienceDi ec
Fu u e Academy®’s Mul idisciplina y Con e ence
Tendencies o gi ed pupils owa d selec ed aspec s o con o mis
beha io in he con ex o hei ela ionships wi h classma es
E a Machůa*, Ilona Koč a o áb, Radka Kopři o ác
aDepa men o School Pedagogy, Facul y o Humani ies, Tomas Ba a Uni e si y in Zlín, nám. T. G. Masa yka 1279, 760 01 Zlín, Czech
Republic
bDepa men o School Pedagogy, Facul y o Humani ies, Tomas Ba a Uni e si y in Zlín, nám. T. G. Masa yka 1279, 760 01 Zlín, Czech
Republic
cDepa men o Pedagogical Sciences, Facul y o Humani ies, Tomas Ba a Uni e si y in Zlín, nám. T. G. Masa yka 1279,
760 01 Zlín, Czech Republic
Abs ac
The aim o he s udy was o asce ain he deg ee o con o mis beha io o gi ed pupils in he adolescen age du ing he
applica ion o di e en phases o di e en ia ed en iched cu iculum. To diagnose he endency o gi ed pupils owa d con o mis
beha io in educa ion, a echnique based on he ATER ins umen , wi h he use o he wo- ac o seman ic di e en ial, was
applied. We ound ha mos gi ed pupils decla e non-con o mis endencies in educa ion. By es ing he hypo hesis, i was
e i ied ha he endency o gi ed pupils owa d con o mism is no a ec ed by he ype o school hey a end, no he quali y o
he ela ionship o he classma es wi h he pupils hemsel es, which he gi ed pupil decla es, o he quali y o ela ionship o he
gi ed pupil o o he pupils. We also ound ha he need o gi ed pupils o ha e iends in he class oom encou ages a g ea e
endency owa ds con o mis beha io .
© 2016 The Au ho s. Published by Else ie L d.
Pee - e iew unde esponsibili y o Fu u e Academy® Cogni i e T ading.
Keywo ds: con o mi y; noncon o mi y; gi edness, gi ed pupil; di e en ia ed en iched cu iculum; inclusi e educa ion; he seman ic
di e en ial.
* Co esponding au ho . Tel.: 00420 576 037 462.
E-mail add ess: [email p o ec ed]
© 2016 The Au ho s. Published by Else ie L d. This is an open access a icle unde he CC BY-NC-ND license
(h p://c ea i ecommons.o g/licenses/by-nc-nd/4.0/).
Pee - e iew unde esponsibili y o Fu u e Academy® Cogni i e T ading
215
E a Machů e al. / P ocedia - Social and Beha io al Sciences 217 ( 2016 ) 214 – 221
1. In oduc ion and heo e ical basis o he s udy
Con o mi y is he endency o indi iduals o adap hei opinions and beha io o o he s. This is he esul o
eal o me ely pe cei ed p essu e o a pe son, g oup o socie y (Cialdini & Golds ein, 2004). A ce ain deg ee o
adap a ion is, howe e , absolu ely essen ial o li e o su i al and is inhe en in bo h humans and in o he o ms and
animals. F om a sociological poin o iew, a ce ain deg ee o con o mism is necessa y o main ain social o de .
Acco ding o G. Ta de (in Sco , 2006) and his laws o imi a ion, con o mism b ings socie y oge he , o ms a
common language, goals and s anda ds in i . Howe e , i depends on o who and wha a pe son is adap ing.
Exagge a ed con o mism hampe s indi iduals and socie y and slows down p og ess and inno a ion.
A classic s udy o con o mi y om he 1950s o he las cen u y (M. Deu sch, H. Ge a d), oiced a p esump ion
wi h which expe s iden i y un il oday, namely ha he basis o con o mi y is wo needs, he need o be igh and
he need o be liked (Cialdini & Golds ein, 2004). The need o be igh applies o new si ua ions whe e we a e no
ce ain o ou opinion o conduc , and u n o o he people. We beha e like o he s, we con o m o hem. The second,
om he pe spec i e o ou s udy a mo e undamen al cause o con o mi y, is he desi e o be liked and accep ed by
o he people. I being liked is be one o he basic human needs, i is no su p ising ha an indi idual is subjec ed o
p essu es a ound hem on hei beha io and hinking. In his sense, a pa icula ly sensi i e pe iod o con o mi y is
adolescence, when he social g oup has he mos signi ican e ec on an indi idual in hei li e (Newman &
Newman, 2012). The membe s o a g oup hen iden i y wi h i s objec i es, s anda ds and s yle o communica ion.
O he wise, he indi idual is a oided, ma ginalized and penalized.
The membe s o a g oup hold di e en le els o con o mi y. The highes le el o con o mi y is in e nal, when
hey hemsel es iden i y wi h he demands o he g oup and a e in e nally con inced abou hem. The nex le el is
ex e nal con o mi y, o - i o mal, which implies ou wa dly eigned ag eemen wi h he demands o he g oup, bu
inside a so-called con lic occu s, which is a con adic ion be ween how he indi idual wan s o beha e and judge
and wha is equi ed by he social en i onmen . The nex le el is so-called noncon o mi y, which is a mani es a ion
o he independence o opinion and ac ion, e en assuming ha he indi idual is pa o a social g oup. The las ,
lowes le el o con o mi y, so-called an i-con o mi y, is a deg ee o de ia ion so p onounced ha i can lead o
de ian beha io in ela ion o he s anda ds o he g oup. The isk ac o s ha a ec con o mi y include g oup size,
g oup composi ion, g oup cohesion, penal ies o ailu e o comply wi h s anda ds, and o he s. (Coon & Mi e e ,
2014)
Excep ionally gi ed child en, who a e cha ac e ized by hei speci ic ea u es in he cogni i e, emo ional and
social a eas (Cla k, 2013) a e also included among indi iduals who may di e signi ican ly om o he s. Gi edness
is mos o en desc ibed as he abili y o indi iduals in he selec ed a ea app ecia ed by he socio-cul u al
en i onmen , which is quan i a i ely and quali a i ely mo e de eloped compa ed o hei pee s (Hewa d, 2013). A
gi ed pupil o he pu poses o ou esea ch is de ined wi h he help o he de ini ion one-dimensional and
demons a ed pe o mance (Po e , 1999), and is concei ed in e ms o a high le el o in ellec ual abili ies in a ield.
Gi ed pupils who show signs o in ellec ual gi edness can become ma ginalized indi iduals who a e no
desi able o he g oup o school class no hei ole model. Demons a ion o he gi edness o a pupil, howe e , is
one o he p econdi ions o he success ul de elopmen o gi edness. I we ocus on he school en i onmen , he
eache o e s gi ed pupils di e en ia ed educa ion and gi ed pupils, by accep ing he o e o he eache in he
o m o en iching he cu iculum, de elop hei po en ial. O he wise he e is s agna ion in he de elopmen o he
child.
The eache as an o e o he de elopmen o gi edness applies di e en ia ed en iched cu iculum ha can be
implemen ed using a cu iculum modi ied in i s con en , p ocess, en i onmen , p oduc and e alua ion, whose
componen s a e blended oge he (Tomlinson, 2013). Modi ying he con en o eaching e e s o quali a i e changes
in he cu iculum con en . I is he abili y o eache s o plan and apply he lea ning objec i es and he eby o e a
di e en ia ed app oach o gi ed pupils h ough highe goals. A gi ed pupil hen has he oppo uni y o wo k on
mo e challenging asks owa ds highe educa ional goals (Smi h, 2006). The modi ica ion p ocess is a change in he
managemen o eaching in e ms o he use o educa ional me hods and o ganiza ional o ms, wi h a ocus on
s a egies ha lead o he de elopmen o c i ical and c ea i e hinking. En i onmen al modi ica ion in ol es bo h a
pe sonali y and ela ional change (good communica ion among all pa icipan s in he educa ional p ocess,
coope a ion, e c.) as well as a space-ma e ial change (special eaching aids, class ooms, e c.). Modi ica ion o he
216 E a Machů e al. / P ocedia - Social and Beha io al Sciences 217 ( 2016 ) 214 – 221
p oduc is he demand o quali a i e o quan i a i e change in lea ning ou comes, in which gi ed pupils ha e he
oppo uni y o achie e he highes possible goals in educa ion. Modi ica ion o e alua ion in ol es changes in he
assessmen o lea ning ou comes, which should be mo i a ing and o ma i e o gi ed pupils (Hun & Seney 2009).
Mos o he eache 's ins uc ions wi hin di e en ia ed en iched cu iculum may be assigned unde he ules o
inclusi e pedagogy (educa ion) (Riley, 2011). He e child en a e no di ided in o wo g oups (i.e. hose who a e
gi ed and hose who a e no gi ed), he e is jus one he e ogeneous g oup. All ac o s in he educa ional p ocess
s i e o c ea e di e en ia ed condi ions o he inclusion o all child en in all ac i i ies ela ed wi h educa ion (Nind
& col., 2013). Gi ed child en a e no speci ically assigned mo e di icul asks in ad ance. Gi ed child en can
choose he assignmen , and no "ceiling" in educa ion is de e mined. E en child en who do no exhibi signs o
gi edness can also y o ul ill a mo e di icul ask, o he ex en ha hey a e able o handle he ask. In his way,
an undesi able labeling o gi ed child en is also educed o a minimum and in addi ion he con o mis pupil
beha io du ing ask solu ion ends owa d noncon o mi y, hus o igina i e and c ea i e hinking.
I we e u n back o he ac o s in luencing he con o mis beha io o pupils du ing he educa ional p ocess in
he class oom, namely in ela ion o he ypical cha ac e is ics o gi ed pupils (see Da is, Rimm & Sielge, 2013;
Cla k, 2013), i appea s as a cu en ac o in he composi ion o he g oup, whe e he pupil may be alone in he
class oom wi h hei educa ional needs, o , con e sely, o ind a g oup o mo e like-minded pupils. Ano he ac o
may be he impo ance o quali y ela ionships wi h hei classma es. The aim o he s udy was o asce ain he
deg ee o con o mis beha io o gi ed pupils in he adolescen age du ing he applica ion o he di e en phases o
di e en ia ed en iched cu iculum. To diagnose he endencies o gi ed pupils owa d con o mis beha io in
educa ion, he echnique o he esea ch based on he ATER ins umen is applied, which uses he wo- ac o
seman ic di e en ial.
When sea ching he Academic Sea ch Comple e and Xe xes da abases and en e ing key wo ds, we do no ind a
simila ly ocused s udy in ela ion o gi edness. S udies on he con o mi y o child en in adolescence o en ocus on
con o mi y ela ed o cha ac e is ics o social g oups, such as con o mi y in clo hing (Ling, 2008), binge ea ing and
d inking beha io s (Laghi e al., 2012), he impo ance o ha ing a "cool" mobile phone (Abeele & Roe, 2013), as
well as social pa hological phenomena in luenced by con o mi y, such as alcohol use (Balsa e al., 2010). All o
hese cases conce ned quan i a i ely uned esea ch p obes using a ques ionnai e as a esea ch ins umen , in which
he scale o he le el o ag eemen wi h s a emen s was e alua ed. The seman ic di e en ial was no applied he e.
Howe e , publica ions such as S oppe , 2000; Renzulli, 2004; Mon gome y, 2013 men ion con o mi y and pee
p essu e as ac o s a ec ing he de elopmen o gi ed child en.
2. Me hodology o esea ch
The aim o he esea ch is o analyze he endencies o gi ed pupils o selec ed aspec s o con o mis beha io
in he con ex o hei ela ionships wi h classma es. Con o mis aspec s o beha io ela e o ackling he asks in a
lesson, whe e pupils ge he oppo uni y o wo k in a di e en ia ed manne (in he class oom he di e en ia ed
en iched cu iculum is applied). Rela ionships wi h classma es a e iewed om h ee angles, namely he need o he
gi ed pupil o ha e iends in he class oom, he ela ionship o he gi ed pupil o classma es and he ela ionships
o he classma es owa d he gi ed pupil decla ed by he gi ed pupil.
The esea ch g oup consis s o he g oup o he so-called g oup gi ed pupils. Fo he iden i ica ion o gi edness
he Mensa socie y IQ es is used in his s udy wi h a esul o mo e han 130 poin s, which co esponds o
in elligence a ained by abou 2% o he popula ion. This is a g oup assigned non e bal es based on he S an o d -
Bine scale and Ca ell heo y o in elligence, adap ed o sc eening in elligence. Mensa Child en b ings child en
om 5 o 14 yea s oge he . Cu en da a on he numbe o i s membe s is om 2014, when he e we e 956 child en
(Mensa, © 2014, p. 4). Ou in es iga ion was ocused only on child en wi hin he le el o lowe seconda y
educa ion (ISCED 2). The selec i e esea ch g oup numbe ed 105 pupils aged 11 o 16 yea s (a e age o 13 yea s),
o which he e we e 27 gi ls and 78 boys. F om he s andpoin o he Czech educa ional sys em, 19 pupils belonged
o no mal elemen a y schools, 33 in gymnasiums and 53 in schools wi h specialized p og ams o gi ed pupils. The
child en we e asked o comple e he ques ionnai es by he head o leisu e ac i i ies and specialized schools, which
a e es ablished by Mensa. Da a collec ion ook place in May, 2015.
The esea ch echnique is based on he p inciple o he ATER ins umen (Ch áska, 2007). This conce ns he
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E a Machů e al. / P ocedia - Social and Beha io al Sciences 217 ( 2016 ) 214 – 221
wo- ac o seman ic di e en ial. The ac o s o his ins umen we e designa ed by he au ho s as he ac o s
e alua ion and ene gy. The ATER ins umen was supplemen ed by 2 scales in he e alua ion ac o and 2 scales in
he ene gy ac o , namely in he e en ha i would change i s ac o s uc u e in he con ex o i s new applica ion.
The ac o analysis using he Va imax o a ion and p incipal componen analysis, howe e , con i med he cons uc
alidi y o he ins umen , while main aining i s o iginal ac o s o which he 4 newly added scales ell in e ms o
meaning. The ene gy ac o p o ed o be mo e signi ican . I has 7 scales, whose ac o alues ange om 0.817 o
0.459 and explain 26.7% o he a iance. The e alua ion ac o is also sa u a ed wi h 7 scales, whose ac o loadings
a e in he alue ange 0.721 o 0.534 and explain 21.5% o he a iance o he measu ed cons uc . The o al
explained a iance amoun s o 48.3%. The eliabili y o bo h ac o s was de e mined using C onbach's alpha, whose
alue o he ene gy ac o was 0.897 and o he e alua ion ac o 0.883. The inal o m o he seman ic di e en ial
is shown in he able.
Table 1. Seman ic di e en ial
good bad (h *)
no demanding demanding (e)
annoying pleasan (h)
b igh da k (h *)
s ic mild (e *)
easy di icul (e)
beau i ul ugly (h *)
p oblema ic seamless (e *)
sou swee (h)
ligh hea y (e)
dishones hones (h +)
as slow (e +)
smoo h bumpy (e +)
di y clean (h +)
No e: The le e h indica es he scale belonging o he e alua ion ac o , he le e e indica es he ange belonging o he ene gy ac o . The
supe sc ip * indica es a e e se scale, he supe sc ip + deno es a scale, which was added o he o iginal ATER ins umen .
The seman ic di e en ial was used wi hin ou in es iga ion o diagnose endencies o gi ed pupils owa d
con o mis beha io wi hin he applica ion o he di e en ia ed en iched cu iculum. This issue was di ided in o 5
consecu i e a eas based on he heo e ical ounda ions, namely con en , p ocess, en i onmen , p oduc and
e alua ion. Fo each o hem one s a emen pe aining o he solu ion o he ask in he lesson was c ea ed. The
s a emen desc ibed he con o mis beha io o a pupil who, as pa o he wo k on a ask in he lesson, in en ionally
ied o beha e he same o simila o o he classma es o blend in wi h he es o he class, which in p ac ice leads
o he ac ha he eache e uses o o e he di e en ia ed en iched cu iculum. S a emen s we e delibe a ely
d a ed so as o a oid labeling gi ed pupils (in he sense o highe expec a ions om hei app oach o he solu ion
o he ask in all he p esen ed examples). The s a emen s we e he ollowing:
1. Con en : I I ge o choose a ask assignmen om mul iple op ions, I choose he one ha mos classma es
choose.
2. P ocess: I wa ch he wo k on asks o o he classma es and I y o do as hey do.
3. En i onmen : When sol ing asks solu ion, I adap o my classma es in he choice o eaching aids.
218 E a Machů e al. / P ocedia - Social and Beha io al Sciences 217 ( 2016 ) 214 – 221
4. P oduc : I accep he ask solu ion, which mos o my classma es ag eed on, e en when I came up wi h a
di e en solu ion.
5. E alua ion: I I ge a signi ican ly di e en e alua ion han mos classma es. I ex e nally beli le i s
impo ance.
In addi ion, su icien eliabili y was con i med wi hin he indi idual s a emen s, bo h in he ene gy ac o ( α =
0.798 o 0.845) and in he e alua ion ac o ( α = 0.623 o 0.846).
Pupils wi hin i e ba e ies o he seman ic di e en ial had he ask o pu ing a c oss on each scale be ween wo
an onyms. The p oximi y o one o he c osses o he an onyms exp esses hei eeling ha hey would beha e ha
way in hei class oom. On he scales unde he ac o ene gy hey subjec i ely exp essed hei le el o men al
exe ion (ac i i y) equi ed o he s a ed beha io . The mo e ene gy hey associa ed wi h a pa icula example o
con o mis beha io , he mo e di icul such beha io seemed o hem. I hey in e nally associa ed ce ain beha io s
wi h a high le el o ene gy, we assume ha o hem i was p oblema ic, gi ing hem a ce ain inne con lic , and
ha hey we e no p one o such beha io . Wi h he inc easing a e o ene gy associa ed wi h a speci ic example o
con o mis beha io hei endency owa d con o mi y he e o e dec eased. On he scales unde he ac o o
e alua ion, gi ed pupils subjec i ely exp essed he le el o posi i i y o con o mis beha io du ing he sol ing o
asks in he class oom. The mo e posi i ely hey e alua ed a ce ain example o con o mis beha io , he g ea e he
endency o con o m hey exp essed.
3. Resea ch esul s
3.1. Desc ip i e analysis
In o de o analyze he endencies o gi ed pupils o con o m, i was necessa y o ind a speci ic cons uc ha
would es i y abou he o e all le el o he endencies owa ds con o mi y, namely o all 5 examples o con o mis
beha io and o bo h ac o s o he seman ic di e en ial. Fo he pu poses o he analysis, i p o ed use ul o
exp ess he deg ee o con o mi y as he di e ence be ween he a e age a e o e alua ion and he a e age a e o
ene gy o all examined examples o con o mis beha io . Co ela ion analysis in ac showed a ela i ely high
deg ee o con inui y be ween hese wo ac o s ( p = -0.623; p <0.01). The co ela ion coe icien exp esses he
ela ionship as ollows: i a ce ain beha io is associa ed wi h high le els o ene gy, i is also associa ed wi h a
nega i e e alua ion. Con e sely, i he con o mis beha io is conside ed as non-ene gy in ensi e, i is also
posi i ely e alua ed. I we sub ac he alues o he ac o s o e alua ion and ene gy om each o he , we ge a
simpli ied, bu o ou pu poses, p ac ical de ini ion o he deg ee o con o mi y, which can po en ially ha e alues
anging om -6 o 6. This scale can be in e p e ed as ollows:
• The nega i e alues indica e a endency owa d an i-con o mis beha io , because he p eponde ance o
low alues in he e alua ion ac o , and con e sely high le els o he ene gy ac o .
• Values a ound 0 a e noncon o mis . Bo h o he obse ed ac o s a e abou a e age.
• Values app oaching plus sugges a endency owa d con o mis beha io . In he e alua ion ac o , high
alues p edomina e and in he ac o ene gy low ones, in con as .
The o e all esul s achie ed a e shown in he able:
Table 2. Desc ip i e s a is ics o he esul s o he achie ed deg ee o con o mi y
A ea A e age SD Min Max
Con en :
P ocess:
1.18
0.85
1.58
1.87
-4.29
-4.29
5.14
5.43
En i onmen : 0.76 1.87 -4.29 6.00
P oduc :
E alua ion:
O e all
0.24
-0.14
0.60
2.21
1.99
1.40
-6.00
-5.14
-2.57
6.00
6.00
5.09

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E a Machů e al. / P ocedia - Social and Beha io al Sciences 217 ( 2016 ) 214 – 221
Based on he esul s i is appa en ha he majo i y o gi ed pupils decla e noncon o mis endencies. The
a e ages o 4 ou o 5 o he moni o ed a eas a e a ound ze o. Only in he a ea designa ed as con en , he alue is
sligh ly il ed o alues alling mo e unde con o mis endencies. Howe e , conside ing he sp ead o he o e all
esul s ha ange om -2.57 o 5.09, in ou g oup he e a e also pupils decla ing endencies o an i-con o mis
beha io and con o mis beha io . An i-con o mis endencies a e e y weak hough. I s uden s mo e away om
he a e age, i is a he on he side o con o mis beha io . In e es ingly, he endency owa d con o mis beha io
dec eases om con en h ough p ocess, en i onmen and p oduc , up un il e alua ion.
3.2. Rela ionship analysis
In he con ex o ela ionship analysis, we ocused on he analysis o he deg ee o he endency owa d
con o mi y in he con ex o he ela ionships o gi ed pupils wi h classma es. Fi s and o emos , we wan ed o
know whe he he deg ee o endency o con o mi y ela es o how impo an i is o gi ed pupils o ha e iends in
he class oom. We assumed based on he heo y ha he impo ance o iends in a social g oup is an impo an
ac o which causes a highe endency owa d con o mis beha io . We de ined hypo hesis H1 as: Gi ed pupils o
whom i is impo an o ha e iends in class, show a highe deg ee o con o mi y han gi ed pupils o whom
iendship is less impo an . Cama ade ie in he class oom was decla ed as unimpo an o o li le impo ance by 31
gi ed pupils, while 74 pupils labeled i as impo an and e y impo an . The a e ages o bo h g oups we e
compa ed again, using a independen - es o equali y o means. The obse ed ela ionship was es ablished ( =
2.681; p = 0.009). Gi ed pupils o whom i is impo an o ha e iends in he class, decla e a highe a e age a e o
con o mi y ( = 0.810), while he g oup o pupils o whom i is no essen ial o ha e in iends in class ha e a lowe
deg ee o con o mi y ( = 0.029).
Based on he heo y, we also p esumed ha he endency o gi ed pupils o con o m depends on hei
ela ionship o classma es. We de ined hypo hesis H2 as: Gi ed pupils who decla e a posi i e ela ionship wi h hei
classma es exhibi a highe deg ee o con o mi y in compa ison wi h gi ed pupils who decla e a nega i e
ela ionship owa ds classma es. Fo pu poses o compa ison, we again c ea ed wo g oups on he basis o he
opinion o pupils, he i s g oup (n = 31;  = 0.462) exp essed i s ela ionship o classma es as la gely nega i e and
he second g oup (n = 74;  = 0.629) as la gely posi i e. The T- es did no p o e he obse ed ela ionship o be
s a is ically signi ican ( = -0.556; p = 0.579).
The las hypo hesis was o mula ed opposi ely in ela ion o he p e ious one in he ollowing o m, H3: Gi ed
pupils who decla e he ela ionship o classma es o hemsel es as posi i e, exhibi a highe deg ee o con o mi y in
compa ison wi h gi ed pupils who decla e he ela ionship o classma es o hemsel es as nega i e. 31 gi ed pupils
exp essed he ela ionship o hei classma es o hemsel es as la gely nega i e ( = 0.515), while 74 as posi i e ( 
= 0.607). The compa ison o he wo g oups in e ms o he endency o con o m, using he - es led o he ejec ion
o ou hypo hesis ( = -0.303; p = 0.762).
Al hough in he case o he h ee a o emen ioned pa s o he analysis, he gi ed pupils we e di ided in o
nume ically equal g oups, 31 o 74, hey we e no he same pupils. The e o e he o e all a e ages o he compa ed
g oups also a ies.
4. Summa y and discussion
The aim o he esea ch was o analyze he endencies o gi ed pupils o selec ed aspec s o con o mis beha io
in he con ex o hei ela ionships wi h classma es. The con o mis endencies o gi ed pupils we e moni o ed
using he seman ic di e en ial, speci ically he adap ed and alida ed ATER ins umen .
Using he chosen echnique, we ound a endency o indi iduals owa d con o mism, which is de e mined by he
di e ence be ween he ene gy and e alua ion ac o s. So we did no look in o a eal, applied deg ee o con o mi y.
The e o e, i would be possible o conside ollow-up esea ch ha would be based on in-dep h in e iews wi h
gi ed pupils and he obse a ion o eaching
The esea ch in ol ed a o al o 105 gi ed pupils be ween he ages o 11 and 16. We do no know hei exac
numbe in he basic sample, howe e we belie e ha he esul s o his g oup a e ela i ely gene alizable. Da a was
220 E a Machů e al. / P ocedia - Social and Beha io al Sciences 217 ( 2016 ) 214 – 221
collec ed h oughou he Czech Republic. All egis e ed o ganiza ions o gi ed pupils we e con ac ed and all gi ed
pupils who demons a ed a willingness o pa icipa e we e gi en he oppo uni y o be in ol ed in he inqui y.
We ound ha mos gi ed pupils decla e non-con o mis endencies in educa ion. The esul could be in luenced
by he chosen de ini ion o gi edness and s a egies o da a collec ion. The esea ch was pa icipa ed in by child en
whose gi edness was iden i ied using he IQ es , hei gi edness was ex e nally demons a ed. All add essed
child en a e membe s o socie y uni ing hese indi iduals, mo eo e , mos o hem a end school, which his socie y
es ablished o hem, he e o e we expec ha he a e o con o mi y o hese pupils is lowe , leading o mo e
au onomy.
By es ing he hypo hesis, a iables associa ed wi h he classma es o gi ed child en we e ound. As is nea ly
summa ized in he able, a signi ican c ea o o con o mi y in gi ed child en is hei need o ha e iends in class.
These child en hen display a highe endency o be con o mis . Con e sely ela ionships wi h hei classma es,
acco ding o ou esul s ha e a signi ican impac on hei endency o con o m.
Table 3. The esul s o hypo hesis es ing
Hypo hesis Resul
H1: Gi ed pupils o whom i is impo an o ha e iends in
class, show a highe deg ee o con o mi y han gi ed pupils o
whom iendship is less impo an .
The hypo hesis has been
con i med.
H2: Gi ed pupils who decla e a posi i e ela ionship wi h hei
classma es exhibi a highe deg ee o con o mi y in compa ison
wi h gi ed pupils who decla e a nega i e ela ionship owa ds
classma es.
The hypo hesis has no been
con i med.
H3: Gi ed pupils who decla e he ela ionship o classma es o
hemsel es as posi i e, exhibi a highe deg ee o con o mi y in
compa ison wi h gi ed pupils who decla e he ela ionship o
classma es o hemsel es as nega i e.
The hypo hesis has no been
con i med.
Finally, we ecognize ha he ope a ionaliza ion o concep s ela ed o he a iables ha we e used in he
hypo heses ( he impo ance o ha ing iends, ela ionships wi h hei classma es), we e conside ably simpli ied.
The concep s we e e alua ed by he gi ed child en only om hei own subjec i e poin o iew.
5. Conclusion
In he cou se o schooling, gi ed pupils a e usually o e ed di e en ia ed en iched cu iculum by hei eache s.
One o he ba ie s o he accep ance o hese o e s by gi ed pupils, which we e i ied in he p esen s udy, may be
hei con o mis beha io which is in luenced by classma es and he need o belong o his g oup, and be con o mis
wi h i . The eache should gi e ou hei ins uc ions o asks wi h ega d o he ules o inclusi e educa ion, which
o e he maximum inclusion o all pupils and in he g oup, and hen he endency o pupils o con o m, which in
many cases can lead o s agna ion in he de elopmen o gi edness, is educed.
Acknowledgemen s
Thanks o Bc. M s. Radka Kopři o á o da a collec ion. The publica ion has been p oduced wi h he suppo o he
p ojec IGA a FHS TBU in Zlin.
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