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Abstract

In our study on the identification of giftedness the role of intellectual and non-intellectual factors and their relation to each other are being investigated in the development of giftedness.

We think that non-intellectual factors (positive personality traits, motivation, interest, etc.) do not predict giftedness in themselves but they are absolutely necessary in the actualisation of abilities. We presume that in some cases (“late-bloomers”, unequal development of intellectual, emotional and social factors) it is some personality characteristic that might play a decisive role in helping to foster the intellectual development. In this way the fact that the teacher notices some positive personality traits (strong internal control, responsibility, wide range of interests, strength of will etc.) and evaluates the child positively even if s/he does not really have good achievement, yet, can enhance the chance for later development.

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Locus of Control as an Important Factor in Teacher's Rating of Highly Able Children *

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