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| Author(s): |
Ana Paula de Oliveira
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Bauru. 2021-10-04. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Ciências. Bauru |
| Defense date: | 2021-07-30 |
| Advisor: | Vera Lucia Messias Fialho Capellini; Olga Maria Piazentin Rolim Rodrigues |
| Abstract | |
This study’s main goal was to attest the academic high abilities/giftedness (HA/G) selfnomination in university students, as well as to identify and describe their social skills and the presence of anxiety and depression indicators, divided into four studies. Study 1 aimed to identify gifted self-nominated university students, to describe more prominent areas, and to investigate whether or not such areas were associated. 1042 undergraduate students with ages between 16 and 52 years old, who were attending the 1st to the 3rd year of twenty undergraduation courses in three faculties of a public university – located in a city in the state of São Paulo –, participated of the study. For that, they responded to the Socio-Demographic Information Questionnaire (SIQ) and to the Questionnaire to Identify Giftedness Indicators – adults (QIGI-adult) in the classroom or via email. For this sample, 90 university students selfnominated with HA/G indicators, according to the QIGI-adult. Study 2 described and compared the academic path, from Elementary School to the University, of 89 undergraduate students self-nominated with HA/G indicators, with the one of 89 undergraduate students from the general sample who did not self-nominate using HA/G indicators, forming a control group in terms of sex, age, course and school year. The results showed that more people in the group with indicators obtained scholarships given by merit in private schools, were champions in Olympiads and were speeden up to other grades at some point of their school period in Elementary School and/or High School. However, there were no significant differences between the groups. Thus, the indexes that made the two groups different were: attending a subject in a graduate course; reading due to interest; number of weekly hours dedicated to activities of interest and reading according to topics of interest; being creative; and having above-average skills. Study 3 described the multimodal assessment to identify HA/G, correlating the outcomes of the instruments used. The participants were 53 university students who responded the QIGI-adult, the Raven’s Advanced Progressive Matrices (APM) and the Wechsler Adult Intelligence Scale (WAIS-III). Of the 53 participants, 21 were confirmed with high skills/giftedness, and positive correlations between the Raven APM and the WAIS-III were observed. Study 4 described and compared social skills, anxiety and depression in two university students’ groups, one of them with HA/G, correlating the outcomes with the performances on intellectual performance tests. 53 undergraduate students participated on this study, 21 of them with HS/G (Group 1 – G1), and 32 of them with average and/or above-average intelligence (Group 2 – G2). The participants responded the Social Skills, Behaviors and Contexts Assessment Questionnaire for University Students (QHC-University), the Social Skills Inventory-2 (SSI-2), the Beck Anxiety Inventory (BAI) and the Beck Depression Inventory (BDI). The results did not show significant differences between the groups when it comes to social skills and mental health. Negative correlations involving social skills and anxiety and depression were observed. This thesis may contribute to the reflection on the identification, characterization of the school path, and on the description of the social skills repertoire, anxiety and depression in university students with HA/G (AU) | |
| FAPESP's process: | 17/17239-7 - IDENTIFICATION OF ACADEMIC HIGH ABILITIES / GIFTEDNESS, SOCIAL SKILLS, ANXIETY AND DEPRESSION IN UNDERGRADUATE STUDENTS |
| Grantee: | Ana Paula de Oliveira |
| Support Opportunities: | Scholarships in Brazil - Doctorate |