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Identification of Motivated and Creative Highly Gifted People: Development of the CMAC-Test

  • The following contribution deals with the environmental conditions of highly gifted and sensitive people (HGSP). Three researchers from different perspectives (physics, pedagogy, and innovation management) empathize with the target group and try to understand their experiences. From three interviews with adults, a first point of view is defined adopting the Grounded Theory methodology. Adult interviews are compared with the perceptions of an adolescent from today moving between state and private education systems. By comparing both perspectives, differences and similarities are worked out. The discussions are used to develop an online test focusing on creativity, motivation for achievement, and cognitive capacities, as these are core categories identified that seem to be highly important in combination. The empirical test is intended to provide the state education system with a simple and interactive solution to identify a large group of people who need further support. To achieve a high participation rate, the test will be designed for a maximum of one hour and the implementation and evaluation will be carried out digitally. The authors' vision is to create an adaptive environment that can effectively adjust to and educate diverse groups of learners without over- or under burdening teachers and learners. A key finding of our case-based research is that the existing school and higher education structures are not able to provide sufficient support and challenge for HGSP. Support measures for HGSP are needed as well as a new understanding of learning and teaching, so that new competencies can be built that consider people's self-regulation, creativity, and motivation for achievement, in addition to cognition and meta-cognition. Kuhl (2004, 18) explains why the capacities of self-regulation are paramount for highly gifted students. When they want to meet a challenge, they face problems that are more difficult and therefore need more persistence, resilience, and self� motivation. However, to support these special needs, teachers are often not ready or capable to do so, nor do these needs fit with the performance requirements of the regular curriculum.

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Metadaten
Author:Sabrina SchorkORCiD, Ines Langemeyer, Franz-Josef Schmitt
URL:https://zenodo.org/record/7368147#.Y4NMyX2ZNmM
Document Type:Preprint
Language:English
Year of Completion:2022
Release Date:2023/08/10
GND Keyword:Hochbegabung; Innovationsmanagement
Urheberrecht:1
Institutes:Fakultät Wirtschaft und Recht / Studiengänge / Betriebswirtschaft (Bachelor)
research focus :Wissensmanagement und Strukturwandel / Business Transformation and Innovation Management
Licence (German):Keine Lizenz - es gilt das deutsche Urheberrecht
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