Empirical Analysis of the Social Giftedness of Children
Muhammadrasul Ibrogimov and Mohigul Karimova
National University of Uzbekistan named after Mirzo Ulugbek, Tashkent, Uzbekistan
Keywords: Giftedness, Social Giftedness, Gifted Child, Features of Giftedness, Psychodiagnostics, Methods.
Abstract: There is consistent interest in the unique attributes, characteristics, undeveloped aspects, and capacities of
people. These characteristics and qualities serve as significant factors in determining and developing an
individual's life activities and personal traits. As an inherent aspect of an individual, giftedness plays a pivotal
role in personality development. Accurate assessment of ability levels and direct diagnostic analysis are
crucial in identifying the type of giftedness present. Specifically, the study of social giftedness is considered
extremely pertinent in today's modern world. The demand for a psychodiagnostic examination of this issue
further heightens its relevance.
1 INTRODUCTION
The role of psychodiagnostics in the development of
psychology is invaluable [2], (Shalaeva T. I. 2000),
(Tarasova S. Yu. 2002), (Rostov 2003). One of the
primary tasks in the scientific study of all issues
within psychology is the implementation of
psychodiagnostic work. The tasks and objectives of
psychodiagnostic research vary according to the
distinct areas of study and shifting research
environments. When the object of research is
children, the research often focuses on the following
functions:
1. Acquiring the necessary information for diagnosis.
In this instance, a study is conducted to investigate the
manifestation of certain mental states and personality
traits of the child.
2. Gathering information necessary to analyse
changes in psychological development.
3. Utilising psychodiagnostic studies aimed at
determining the degree of intellectual disability or
cognitive delay due to illness; this can assist a
medical-pedagogical board (commission) when
deciding whether a child should attend a special or
supplementary school.
4. Undertaking psychological research for scientific
purposes to scrutinise emerging, insufficiently
examined, or novel mental states in children.
*
Corresponding author
Psychometric analysis of giftedness facilitates a more
detailed understanding of talent. To do this, it is first
necessary to develop methodologies for examining
social ability and the characteristics of social
capacity. Experts indicate that a complex, multi-step
process must be undertaken to diagnose the
phenomenon of giftedness. Specifically, E.I.
Sheblanov, who conducted significant research in the
study of giftedness, identifies seven diagnostic stages
(Shcheblanova E.I. 2004):
1. Candidate identification: pinpointing appropriate
groups of gifted children.
2. Observing the display of giftedness in children's
behaviour and diverse activities, recognising them
through responses to questionnaires, rating scales,
and so forth.
3. Studying the conditions and history of the
children's interests and extraordinary abilities within
the family; obtaining early childhood information
through surveys and interviews.
4. Surveying pupils' achievements and successes in
mastering skills beyond their peers.
5. Conducting surveys on abilities, motivations,
interests, and self-assessment.
6. Evaluating school success, performance, and work
(exams, etc.).
142
Ibrogimov, M. and Karimova, M.
Empirical Analysis of the Social Giftedness of Children.
DOI: 10.5220/0012479600003792
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 142-147
ISBN: 978-989-758-687-3
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.

7. Psychological testing: exploring intellectual,
creative, and personal development through
psychodiagnostic tests.
During the research, it was found that the
investigation of social giftedness is a multi-stage
process that requires serious attention.
2 METHODS
The dearth of psychological methods for studying
social giftedness necessitated a different approach to
research. Thus, we endeavoured to examine social
giftedness from various perspectives. We decided to
create a questionnaire to determine children's social
giftedness, utilising theoretical data and scientific-
practical experiments. This questionnaire aims to
diagnose the social giftedness of preschool-age
children and is titled "Questionnaire of
Characteristics of Socially Gifted Children". Taking
into account the age characteristics of children in this
group, as well as the characteristics of social
giftedness, and often considering the relatively
reliable results of external evaluation, the
questionnaire was presented in two variants: one
adapted for foster parents and the other for educators,
again considering the relatively reliable results of
external evaluations.
The "Questionnaire for the Study of Socially Gifted
Children" (D.Muhamedova, M.Ibragimov) for
parents contains 50 characteristics and behaviours of
socially gifted children. The criteria for assessing
children are "not observed at all", "sometimes
observed", "always observed". The educator's version
of the questionnaire also consists of 51 traits and
behaviours, which are likewise evaluated using the
criteria "not observed at all", "sometimes observed",
"always observed".
The study also employed the following methods to
investigate the characteristics of socially gifted
children:
The questionnaire "Indicators of Teacher and Parental
Attitudes to Social Behaviour of Adolescents" is one
of the methods used in diagnosing socially gifted
children. In the survey, 27 behavioural criteria are
assessed by the science teachers of the educational
institution and rated as not observed (0), sometimes
so (1), exactly so (2). This questionnaire is grounded
in the expert assessments of tutors and other science
teachers (facilitators).
The next psychodiagnostic method is the "Scale of
Social Behaviour". The assessment scales of this
method aim to identify cognitive characteristics,
creativity, motivation, and leadership tendencies in
pupils.
The subsequent method is A.A Loseva's "Expert
Assessment of Social Skills" (Loseva A.A. 2004),
which is evaluated on five criteria. IBM-SPSS
Statistics 20 was employed to process the research
results. The program was used to analyse value
differences and correlation (K. Pearson) inherent in
the interrelated and unrelated selections.
3 RESULTS AND DISCUSSION
In the initial phase of the experiment, a questionnaire,
grounded on the expert assessment method, was
utilised to select socially gifted children.
Table 1: Results of the study on characteristics of socially gifted children (expert assessment)
Scales Expert N Х σ
Student
t
Emotional
intellect
Mentor 7 7,50 1,04
0,674
Parents 7 7,16 0,75
Sociability
Mentor 7 7,05 1,41
-0,808
Parents 7 7,50 1,04
Leadership
Mentor 7 6,83 1,16
-1,000
Parents 7 7,50 1,04
Social activity
Mentor 7 7,11 1,41
-1,732
Parents 7 8,01 0,89
Adaptation
Mentor 7 7,16 1,16
-1,168
Parents 7 7,66 0,81
Empirical Analysis of the Social Giftedness of Children
143

The research focused on finding solutions to two
issues. First of all, the issue of compatibility between
the assessments of experts regarding the
characteristics of socially gifted children. The second
issue is the discussion of the formed questionnaire for
practical application. No differences were detected
when analysing the results of this method using the
Student t-criterion. This is evident in the assessment
of social gifted child characteristics by mentors and
parent-experts:
- Emotional intelligence (7.50 and 7.16)
- Sociability (7.05 and 7.50)
- Leadership (6.83 and 7.50)
- Social activity (7.11 and 8.01)
- Adaptation (7.16 and 7.66)
No discrepancies were found between the indicators
of the evaluation scales.
Table 2: The level of compliance of the scales of the survey "Study on the characteristics of socially gifted children" according
to expert assessments
Scales Emotional
intellect
Sociability Leadership Social activity Adaptation
Emotional intellect 0,927** -0,564 0,720 0,376 -0,265
Sociability -0,455 0,270 0,734* -0,270 0,245
Leadership -0,091 0,820 0,809** -0,809 0,671*
Social activity 0,426 -0,316 -0,191 0,716* 0,956**
Adaptation 0,701* -0,346 0,349 -0,173 0,489
*р≤0,05; **р≤0,01
The coefficients of coherence between the indicators
of the questionnaire for mentors and parent-experts
on the following scales were observed.
The coefficients of coherence between the indicators
of the survey for educators and parent-experts on the
following scales were observed:
- Emotional intelligence - r = 0.927,
r≤0.01;
- Leadership - r = 0.809, r≤0.01;
- Social activity - r = 0.716, r≤0.05;
Based on expert assessments, the ratio of assessments
of socially gifted children was determined.
Table 3: Results of the study on the characteristics of socially gifted children (mentor-expert assessment)
Scales Emotional
intellect
Sociability Leadership Social
activity
Adaptation
Emotional intellect 1 0,805* 0,245 0,135 -0,408
Sociability 1 0,742* 0,800* 0,242
Leadership 1 0,784* 0,317
Social activity 1 0,821*
Adaptation 1
*р≤0,05
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The evaluation of the characteristics of socially gifted
children on the questionnaire scales of educator-
experts revealed the following relationships:
- Emotional intelligence contributes
to the development of sociability (r =
0.805, r≤0.05), leadership due to
sociability (r = 0.742, r≤0.05), and
social activity (r = 0.800, r≤0.05).
- Leadership is also associated with
social activity (r = 0.784, r≤0.05).
- Social activity contributes to the
formation of resilience (r = 0.821,
r≤0.05).
The questionnaire "Indicators of teachers' and
parents' attitudes towards the social behaviour of
adolescents" was formulated to study the child's
social behaviour. According to the criteria of the
questionnaire, 13 teachers and parents of 2nd grade,
21 students of 3rd grade, and
26 students of 4th grade exhibited high scores.
Table 4: Frequency of social behaviour in primary school students based on the attitude of the expert assessment (teachers
and parents).
Class Frequenc
y
2-
g
rade 13
3-grade 21
4-
g
rade 23
When analysing the statistical indicators of these
results on the characteristics of their social
behaviour on the lower, middle, and upper
indicators of the survey criteria, there was an
opportunity to rank socially gifted children according
to the relationship between teachers and parents.
Table 5: Levels of social behaviour of younger schoolchildren based on the settings of expert assessment (teachers and
parents)
Classes Level Teacher Parents Student
t
2- grade High 4 5 0,829
Medium 9 8
3-grade High 9 10
0,638
Medium 12 11
4-grade High 11 12
-3,556***
Medium 15 14
*** р≤0,001
Expression of this condition, according to the
characteristics of the evaluation criteria, led to the
following relationship.
Table 6; Levels of expert assessment of social behavioural characteristics in primary school students (teachers and parents)
Class Teachers Parents Student
t
Х σ Х σ
2- grade
(n=13) 36,92 8,64 38,92 5,78 0,829
3-grade
(n=21) 38,80
13,42
40,00 9,30 0,638
4-grade
(n=26) 33,3462
9,62
41,25 12,35 -3,556***
*** р≤0,001
Empirical Analysis of the Social Giftedness of Children
145

There were no statistical differences in the peer
review of the parents. The next stage of our study,
aimed at identifying the diagnostic features of
socially gifted children, again relied on the method of
expert evaluation of the subjects under study. To do
this, we used A. A. Loseva's methodology, "Expert
Assessment of Social Skills." Experts evaluated
children recognized as socially gifted children and
examined them according to the above
psychodiagnostic methods, using 5 criteria. Below,
we present the data on the empirical indicators
obtained for these criteria.
Table 7: Criteria of expert evaluation
No Criteria of expert evaluation 1 2 3 4
1. Quick adaptation to new conditions
2. Keeps his promise on time, responsible
3. Highly communicative
4. Prone to leadership, manages activities
5. His peers turn to him for advice
The following indicators were obtained in the expert
assessment of the characteristics of socially gifted
children. The indicators were studied using the
mean and correlation analysis method. We will
interpret the results according to the following tables.
Table 8. The results of an expert assessment on the characteristics of socially gifted children
Criteria of expert evaluation
Class
N Х σ
Student
t
Quick adaptation to new conditions
2 -grade 10 2,81 0,98
-3,210***
3 -
g
rade 10 3,56 1,84
4 -grade
12 3,72 1,67 -3,490***
Keeps his promise on time,
responsible
2 -grade 10 2,45 1,86
-3,413***
3 -
g
rade 10 3,18 1,77
4 -grade
12 3,63 1,50
-2,869**
Highly communicative
2 -grade 10 3,72 1,67
-0,112
3 -
g
rade 10 3,81 1,83
4 -
g
rade 12 3,36 1,28 -0,844
Prone to leadership, manages
activities
2 -grade 10 3,81 1,40
-0,382
3 -grade 10 3,09 1,44
4 -grade 12 3,72 1,42 -0,910
His peers turn to him for advice
2 -grade 10 2,90 1,4
-2,043*
3 -
g
rade 10 3,72 1,27
4 -
g
rade 12 3,45 1,63 -2,700*
*р≤0,05; **р≤0,01; ***р≤0,001
According to the correlation analysis, socially gifted
children gain a sense of responsibility due to their
adaptability to the new environment (r = 0.790;
r≤0.01) and aspirations for leadership (r = 0.501;
r≤0.05).
Furthermore, they fulfil their promises on time, and
their sense of responsibility is linked to the
development of high aspirations for leadership (r =
0.594; r≤0.05) and the willingness to advise their
peers (r = 0.630; r≤0.05).
4 CONCLUSION
An analysis of the research results showed that, for
teachers, the assessment of a child's resilience to
stress is considered a primary aspect of social ability
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and a genuine diagnosis of giftedness. Empirical
indicators and analytical materials led to the
following conclusions from the study:
1. Issues of psychodiagnostics of socially gifted
children necessitate a constant need for new methods.
The issue of social aptitude in early childhood
requires numerous measurement criteria and tools in
psychology. This determines the specificity of
psychodiagnostics of socially gifted individuals.
2. For the first stage of socially gifted children, the
most appropriate approach is to observe their
activities or rely on expert assessments as a means of
assessment and research methods.
3. It was observed that expert assessment of age
stages is a priority in the diagnosis of socially gifted
children used in the study. In the context of expert
assessment, the equivalence between
psychodiagnostic measurement tools and criteria
allows for an objective and appropriate assessment of
the characteristics being studied.
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Shcheblanova E.I. (2004) Psychological diagnostics of
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