Gender Differences in Teachers’ Recognition of Overexcitabilities among Gifted Adolescent: An Experimental Vignette Study of Twice-Exceptionality
Keywords:
Overexcitabilities, Gifted adolescents, Twice-exceptionality, Gender differences, Vignettes, Psychomotor, Intellectual, Imaginational, Sensual, EmotionalAbstract
The study aims to examine gender differences in schoolteachers’ recognitions of overexcitabilities (OEs) among gifted adolescents in Jordan. The participants included 46 (32 female, 14 male) secondary school teachers who teach grades 9 to 12 at the Jubilee School for Gifted and Talented Students in Jordan. The researchers used Experimental Vignette Methodology to explore (EVM) Jordanian teachers’ recognitions, and meanings about OEs. Teachers responded to questions of five distinctive vignettes representing the five forms of OE. The study findings indicate that those female teachers were considerably more capable of identifying Emotional, Imaginational, and Sensual OEs in gifted adolescents than male teachers. However, both genders of teachers recognized Emotional OE as the most intense behavior, and Imaginational OE as the least intense behavior. The results were reported and discussed.
