Exploring learning and behavior problems of gifted children in Indonesia: A content analysis study

Pujaningsih Pujaningsih, Universitas Negeri Yogyakarta, Indonesia
Mar’atu Husnia Alfi, Universitas Negeri Yogyakarta, Indonesia


Although gifted children have talents and positive traits in academic area that already been supported, little empirical evidence addresses the need of support for gifted children in non-academic areas in Indonesian context.  To fill this void, this study conducted a content analysis of two books about gifted children based on parents’ narratives to explore the need for support for social-emotional problems. “Menyongsong Pagi” and “Menyiangi Petang” are the two books which describe how thirteen gifted children grew up and face obstacle in their learning. Drawing on the theory of positive disintegration and Bronfenbrenner’s theory of ecological development, this study analyzed the two books to describe the uniqueness of gifted students in terms of emotion, intellectual and psychomotor still mostly seen as problems by their teachers and friends which lead to various educational issues. The implication of this study calls for the comprehensive support from teachers and schools’ leader to support gifted children both in academic and non-academic areas.


gifted students, social and emotional, content analysis

Full Text:



Alias, A., Rahman, S., Majid, R. A., & Yassin, S. F. M. (2013). Dabrowski’s overexcitabilities profile among gifted students. Asian Social Science, 9(16 SPL), 120–125. https://doi.org/10.5539/ass.v9n16p120

Bain, S. K., Choate, S. M., & Bliss, S. L. (2006). Perceptions of developmental, social, and emotional issues in giftedness: Are they realistic? Roeper Review, 29(1), 41–48. https://doi.org/10.1080/02783190609554383

Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (6th ed., pp. 187–249). Jessica Kingsley Publishers.

Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE Publications.

De Bondt, N., De Maeyer, S., Donche, V., & Van Petegem, P. (2021). A rationale for including overexcitability in talent research beyond the FFM-personality dimensions. High Ability Studies, 32(1), 1–26. https://doi.org/10.1080/13598139.2019.1668753

Diezmann, C. M., & Walters, J. J. (1997). Bright but bored: Optimising the environment for gifted children. Australasian Journal of Early Childhood, 22(2), 17–21. https://doi.org/10.1177/183693919702200205

Dweck, C. S. (2006). Mindset: The new psychology of success. Ballantine Books.

Eris, B., Seyfi, R., & Hanoz, S. (2009). Perceptions of parents with gifted children about gifted education in turkey. Gifted and Talented International, 24(1), 55–65. https://doi.org/10.1080/15332276.2009.11674861

Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Hachette.

Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40(4), 179–183. https://doi.org/10.1177/001698629604000402

Grant, B. (2021). Overexcitabilities and openness to experience are not the same: A critique of a study and reflections on theory, ethics, and truth. Roeper Review, 43(2), 128–138. https://doi.org/10.1080/02783193.2021.1881852

Harrison, G. E., & Van Haneghan, J. P. (2011). The gifted and the shadow of the night: Dabrowski's overexcitabilities and their correlation to insomnia, death anxiety, and fear of the unknown. Journal for the Education of the Gifted, 34(4), 669-697. https://doi.org/10.1177/016235321103400407

Lamont, R. T. (2012). The fears and anxieties of gifted learners: tips for parents and educators. Gifted Child Today, 35(4), 271-276. https://doi.org/10.1177/1076217512455479

Miles, M. A., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.

Mofield, E. L., & Peters, M. P. (2015). The relationship between perfectionism and overexcitabilities in gifted adolescents. Journal for the Education of the Gifted, 38(4) https://doi.org/10.1177/0162353215607324

Mofield, E., & Parker Peters, M. (2019). Understanding underachievement: mindset, perfectionism, and achievement attitudes among gifted students. Journal for the Education of the Gifted, 42(2), 107–134. https://doi.org/10.1177/0162353219836737

Morawska, A., & Sanders, M. R. (2008). Parenting gifted and talented Children: What are the key child behaviour and parenting issues? Australian & New Zealand Journal of Psychiatry, 42(9), 819–827. https://doi.org/10.1080/00048670802277271

Mullet, D. R., & Rinn, A. N. (2015). Giftedness and ADHD: Identification, misdiagnosis, and dual diagnosis. Roeper Review, 37(4), 195-207. https://doi.org/10.1080/02783193.2015.1077910

Piechowski, M. . (1991). Emotional development and emotional giftedness. In N. Colangelo & Davis G. (Eds.), Hanbook of Gifted Education (285–306). Allyn and Bacon.

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152–170. https://doi.org/10.1177/001698620004400302

Renzulli, J. S. (1976). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. The Gifted Child Quarterly, 20(3), 303-306.

Renzulli, Joseph S. (2011). What makes giftedness? reexamining a definition. Phi Delta Kappan, 92(8), 81–88. https://doi.org/10.1177/003172171109200821

Rinn, A. N. (2018). Social and emotional considerations for gifted students. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M.Foley-Nippon (Eds.), APA handbook of giftedness and talent. American Psychological Association. https://doi.org/10.1037/0000038-029

Rinn, A. N., & Reynolds, M. J. (2012). Overexcitabilities and ADHD in the gifted: An Examination. Roeper Review, 34(1), 38–45. https://doi.org/10.1080/02783193.2012.627551

Roy, P. (2017). Gifted education in India. Cogent Education, 4(1), 1332815. https://doi.org/10.1080/2331186X.2017.1332815

Semiawan, C. (2004). Recent developments in provision of education for the gifted & talented (GT) in Indonesia. Gifted Education International, 18(3), 297–300. https://doi.org/10.1177/026142940401800309

Setiawan, R., & Septiarti, S. W. (2019). A review on Indonesia policy in supporting gifted students education. Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018), 133–139. https://doi.org/10.2991/icsie-18.2019.25

Shechtman, Z., & Silektor, A. (2012). Social competencies and difficulties of gifted children compared to nongifted peers. Roeper Review, 34(1), 63–72. https://doi.org/10.1080/02783193.2012.627555

Sternberg, R. . (1986). A triarchic theory of intellectual giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (143–147). Cambridge University Press.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54. https://doi.org/10.1177/1529100611418056

Suhendri, suhendri, Maryanah, S., Ediyanto, E., & Norimune, K. (2020). Indonesian teachers’ attitudes towards gifted students with low SES from Malay background. IJDS Indonesian Journal of Disability Studies, 7(1), 116–123. https://doi.org/10.21776/ub.ijds.2019.007.01.14

Syafril, S., Yaumas, N. E., Ishak, N. M., Yusof, R., Jaafar, A., Yunus, M. M., & Sugiharta, I. (2020). Characteristics and educational needs of gifted young scientists: A focus group study. Journal for the Education of Gifted Young Scientists, 8(2), 947–954. https://doi.org/10.17478/JEGYS.691713

Tieso, C. L. (2007). Patterns of overexcitabilities in identified gifted students and their parents: A hierarchical model. Gifted Child Quarterly, 51(1), 11–22. https://doi.org/10.1177/0016986206296657

Tucker, B., & Lu Haferistein, N. (1997). Psychological intensities in young gifted children. Gifted Child Quarterly, 41(3), 66–75. https://doi.org/10.1177/001698629704100302

Vuyk, M. A., Krieshok, T. S., & Kerr, B. A. (2016). Openness to experience rather than overexcitabilities: Call it like it is. Gifted Child Quarterly, 60(3), 192–211. https://doi.org/10.1177/0016986216645407

Wangid, M. N., & Purwanti, I. Y. (2020). Implementation of group activity to solve academic Burnout elementary school students. Jurnal Prima Edukasia, 8(2), 135–144. https://doi.org/10.21831/JPE.V8I2.33267

Warne, R. T., Anderson, B., & Johnson, A. O. (2013). The impact of race and ethnicity on the identification process for giftedness in utah. Journal for the Education of the Gifted, 36(4), 487–508. https://doi.org/10.1177/0162353213506065

Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70, 1–26. https://doi.org/10.1146/annurev-psych-010418-102846

Zhang, Z. (2017). Gifted education in China. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1364881

DOI: https://doi.org/10.21831/jpe.v10i1.43951


  • There are currently no refbacks.

Copyright (c) 2022 Jurnal Prima Edukasia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Prima Edukasia indexed by:

All rights reserved p-ISSN: 2338-4743 |e-ISSN: 2460-9927

Creative Commons LicenseJurnal Prima Edukasia by http://journal.uny.ac.id/index.php/jpe/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View Prima Edukasia Journal Stats