When Talent Becomes A Social Hindrance: A Study On The Psychosocial Skills of Artistically-Talented High School Students in Philippine High School For The Arts

CHAPTER I
INTRODUCTION
A. Background of the Study
At this time and age, a lot of intellectual enhancers – be it a brand of milk, vitamin or
food – are being introduced to children by their parents in hopes of making them brilliant
kids. Today’s stereotype of gifted and talented children is someone who can recite the
different flags of the world, can compute mathematical problems in a matter of seconds or
simply execute an activity that is way too advanced for their actual age.
Reis (2004) characterizes the gifted and talented individuals as demonstrating
achievement or potentials in general intellectual ability, specific academic aptitude, creative
or productive thinking, leadership ability, visual and performing arts and psychomotor
activity. They are also capable of having an outstanding performance on different learning
areas which rises above a specified borderline (Delisle and Galbraith, 2002).
As historically defined, gifted individuals are those who have exceptional
performance and have obtained a high intelligence quotient based on standardized test of
intelligence (Whitmore, 1986). Those who are categorized as gifted acquire knowledge or
skills with ease or a faster rate compared to those individuals of their chronological age.
Gifted individuals generally have superior intellectual abilities in academic subjects (Clark &
Zimmerman, 1998). Moreover, Whitmore (1986) mentioned that “gifted children are
considered to be in the top one, three, five, or ten percent of the total population in quality of
performance on a fair standard measure of ability.”
Barreno | When Talent Becomes A Social Hindrance: A Study on the Psychosocial Skills of Artistically-Talented 1
High School Students in Philippine High School for the Arts
To be talented also means to be gifted but with the possession of outstanding abilities
in the visual or performing arts. Above average abilities in the arts such as drawing without
copying to existing formulas, ability to generate original ideas inventions and innovations in
art works also constitute the meaning of the term “talented”. Recently, while gifted has
retained its old meaning, being talented has acquired a new sense by having superior abilities
in particular school subjects like language arts, science or mathematics. Studies in 1950’s,
1960’s and 1970’s have shown that the intellectually-gifted individuals are also capable of
excelling in the field of arts and the artistically-talented are also capable of excelling in
academics (Clark & Zimmerman, 1998).
However, the emotional level of gifted individuals does not always match logically
with their intellectual capabilities. Due to their uniqueness and superior intelligence, gifted
individuals face particular difficulties in socioemotional development. Roedell (1986)
mentioned that the greater the degree of giftedness, the greater the deviation from the norm.
Therefore, the more likely the child would encounter adjustment problems as a result of
coping from stress. For this reason, the gifted and talented may become vulnerable to social
conformity, wherein they find ways to fit in socially – hiding their advanced intellectual
abilities and trying to act as average (Whitmore, 1986). Another research literature
(Gallagher, Tannenbaum in Whitmore, 1986) revealed that the gifted and talented are
vulnerable to feelings of social isolation or discomfort as they have limited selection of peers
from which they can establish friendship. They feel insecure to average people and feel
inadequate to establish social relationship with them because of the intellectual demands and
expectations set by the people around them (Moon, 2004). Moreover, it has also been found
out that the circle of friends of the gifted and talented are few and mostly older than them
since they are more likely to find peers based on developmental characteristics rather than on
their chronological age (Gallagher, Tannenbaum in Withmore, 1986).
With these differences, artistically-talented adolescents may have difficulties in
friendship formation with their agemates. At this stage in their lives, they may experience
emotional and social turmoil because of their conflicting socialization process. Adolescents
try to take different social roles as they interact with people surrounding them. It is also at
this stage when they spend time searching for their identity and becoming aware of
themselves while trying to adapt with their social environment. Gifted and talented
adolescents may perceive themselves as different from others because of their exceptional
artistic abilities which would make their psychosocial adjustment even more convoluted.
Understanding the possible areas of vulnerability of the gifted and talented adolescents can
be of guide to adults and parents alike in developing their children’s interpersonal
relationship skills.
B. Rationale of the Study
In the local setting, studies may have been done on giftedness and talent but only a
few studies have been conducted and written about the psychosocial competencies of
artistically-talented adolescents. Parents and adults may put pressure and set unrealistic high
expectations to the advanced abilities of the gifted and talented adolescents which might
hinder in carrying out their full potentials while their chronological agemates may not able to
understand advanced developmental milestones and might not readily accept them as friends.
Studies show that a child’s risk of discontentment and social maladjustment increases with
the degree of giftedness (Hollingworth, Tannenbaum, Terman in Whitmore, 1986). The
social pressure, brought about by their talent, may burden them with feelings of inadequacy
because may not cannot carry out completely what is expected of them.
These adolescents may not be able to understand fully their uneven development.
They may be emotionally challenged because of difficulties in getting along with teens of
their age because of the required conformity. They may also become fearful in expressing
their individuality because of their obvious distinction from their agemates. As a result, they
may function at immature levels of social competence because of the requirements they have
to meet on the social setting.
It is for this reason that the researcher conducted this study to investigate if there is a
significant difference in the psychosocial skills of artistically-talented high school students of
different domains namely visual arts, dance and music. This study has several advantages as
it caters on how the family, the peers and the authorities of the gifted and talented
adolescents influence the social relations given the perceived dissimilarity with average
children of their age. Furthermore, this provides a concrete description of the experiences
artistically-talented adolescents and how they cope given their exceptional abilities.
C. Statement of the Problem
This study seeks to identify the psychosocial skills of artistically-talented high school
students, particularly those who are currently in their adolescence.
Specifically, this study aims to obtain answers to the following questions:
1. How does the socio demographic profile correlate with the psychosocial skills of
artistically-talented adolescents?
2. How does artistic talent affect the self-concept of the artistically-talented
adolescents?
3. How does artistic talent affect the emotional intelligence (both intrapersonal and
interpersonal aspect) of the artistically-talented adolescents?
4. How does artistic talent affect the quality of social relations (with parents, peers
and significant authorities) of the artistically-talented adolescents?
5. Are there any significant differences in the following domains of psychosocial
skills among artistically-talented adolescents in visual, arts, dance and music in
terms of:
a. Emotional intelligence (both intrapersonal and interpersonal aspect)
b. Self-concept
c. Social relations (with parents, peers and teachers)
D. Scope and Limitations of the Study
As for this research, the problems that limit the results of this study are the number of
respondents that are included in the study because they may not represent the entire
population of artistically-talented adolescents in the Philippines. The study is limited to
gifted and talented high school students from Philippine High School for the Arts whose
talent is focused on the area of music, dance and visual arts. Other domains of artistic talent
on the target institution were no longer considered due to lack of respondents for the domains
considered in the study. It must also be noted that this research does not intend to examine
the other competencies of gifted and talented adolescents. The study primarily focuses on the
comparison of the self-concept, quality of social relations and emotional intelligence of the
different domains of artistic talent.
E. Significance of the Study
Artistically-talented individuals are considered highly-exceptional individuals who
can be of great asset to the society. However, due to their distinctive characteristics, they may
encounter problems and may be stigmatized or even discriminated, which can hinder them to
grow and maximize their potentials. This study provides further understanding of how the
gifted and talented adolescents should be handled. Moreover, this study aims to provide
helpful guidelines for family members, teachers and other authorities on how to improve the
self-concept and social skills of the artistically-talented individuals. In the Philippine setting,
little is known about the psychosocial skills of the gifted and talented. The findings obtained
from this study can serve as background for further studies that will give emphasis to rearing
a child with exceptional and abilities in the art field. It can provide strategies for the family
members, teachers and other authorities as to what approach can be used in order to develop
a well-rounded and psychosocially competent gifted child. This can be also an addition to the
small pool of information existing on this topic. Also, this research may be of significant
value to professionals such as guidance counselors, psychologists, medical doctors and
teachers. The assessment from this study may be beneficial to these professionals in
identifying what kind of support provisions and what appropriate intervention program can
be recommended to the gifted and talented children.
CHAPTER II
RESEARCH FRAMEWORKS
A. Conceptual Framework
Socio-demographic
Characteristics
Family
Social
Adolescent Peers
Relations Self-Concept
Authorities
Artistic
Talent
Emotional
Intelligence
Intrapersonal Skills
Interpersonal Skills
Figure 2.1. Schema: The diagram shows the components that contribute to the psychosocial
skills of intellectually-gifted adolescent and artistically-talented child.
This study, being exploratory and descriptive in nature, is focused on the artistically-
talented adolescent’s measure of psychosocial skills. The socio-demographic profile of the
target respondents, namely, year level, socio-economic status and place of origin are
compared as they are assumed to play a vital role in the development of the psychosocial
skills. Moreover, this framework also illustrates that an adolescent’s artistic talent can affect
his relationship with his agents of socialization (family, peers and authorities). It is for this
reason that the self-concept of the gifted and the talented will be also taken into consideration
and how they are affected by the significant individuals. The gifted and talented adolescents’
formation of self-concept leads to the development of their psychosocial skills with the
following domains to be investigated: interpersonal and intrapersonal skills.
B. Theoretical Framework
Urie Bronfenbrenner’s Ecological Systems Theory. To have an understanding of
human development, one must consider the ecological system in which a person grows at. A
person’s ecological system is composed of five socially organized subsystems that reinforce
the character growth of individuals. The systems range from microsystem, which pertains to
the relationship of a growing person with the immediate environment, like the school and
family, to the macrosystem, which includes the institutional patterns of culture, like the
economy, customs and bodies of knowledge (Bronfenbrenner, 1994). Moreover, this model
postulates that the child is the center of the model and is affected by the settings in which he
or she spends time. In this study, the agents of socialization of the child, namely his family
peers and significant authorities are the most influential individuals since they are his/her
constant company. Basing on the model, the treatment of these significant people on the
artistically-talented child will reflect on his/her well-being. To add, the experiences in which
the child encounters, given the talent he/she has, will also contribute to the formation of
his/her character. (Bronfenbrenner, 2004).
C. Theoretical Issues
The Ecological Systems Theory is still being debated by developmental psychologists
whether human development is influenced by biological predisposition (nature) or
environmental influences (nurture). Another issue of the model considered for the study is
the active-passive issue, wherein it is debated if children “active contributors to their own
development or passive recipients of environmental influence” (_____, 2010).
D. Operational Framework
a. Adolescent – male or female student studying at the Philippine School for the Arts.
b. Socio-Demographic Characteristics – refers to the family background and
environmental characteristics of the artistically-talented adolescents that influence the
formation of their self-concept, including gender, monthly income of the family,
major, school organizations and co-curricular activities, religion, family status and
birth order.
c. Artistic Talent – outstanding abilities in visual arts, music and dance.
d. Family, Peers and Authorities – the gifted and talented adolescents’ significant
others who influence the formation of their self-concept
e. Self-Concept – feelings of personal competence and self-esteem of the gifted and
talented based from the influence of his/her agents of socialization
f. Emotional Intelligence – having to do with interrelationship of the gifted and talented
adolescents’ psychological perception of self and their interaction to the people in their
environment influenced by their interpersonal and intrapersonal skills.
g. Interpersonal Skills – is the ability of the gifted and talented adolescents to establish an
appropriate behavior, form attachment and deal with people in his environment
h. Intrapersonal Skills – refers to having an understanding of oneself, of knowing strengths
and weaknesses, what one wants to do and how he/she reacts to things
CHAPTER III
REVIEW OF RELATED LITERATURE
A. Changing Definition of Giftedness
The classic definition of a gifted child is someone endowed with magnificent mental
superiority and ability, and with high intelligence quotient in a range of 140 or above.
(Ehrlich, 1985) Since a few only possess such an outstanding trait, gifted children are those
who belong to the top 5-10% of the population in terms of intellectual ability through
psychological testing and observation of behavioral characteristics (Moon & Hall, 1998).
Generally, gifted is regarded as someone who has produced some notable achievement – be it
an invention or a significant award (Perrone et al., 2007) showcasing his exceptional ability.
According to Ehrlich (1985), the term giftedness is attached to intellectual prowess as
shown in intelligence tests to see the ability, proficiency in verbal and abstract thought,
persistence, intellectual curiosity, versatility and adaptability and creative thought. Through
time, the concepts of giftedness have developed different perspectives such as biological,
psychosocial and cognitive (Moon & Hall, 1998).
Biological approach of giftedness attempts to identify the genetic, neurological and
biochemical foundations of giftedness. This approach also examines structural and
biochemical differences in the brains of the gifted and non-gifted individuals using
techniques like EEGs, average evoked potentials, brain imaging and the study of specific
areas of the brain (Moon & Hall, 1998) On the psychosocial approach, conceptualizations of
Moon and Hall (1998) suggest that when moderate levels of intellectual ability are combined
with other factors like creativity, motivation, positive self-concept, environmental support
and chance factors; it will result to giftedness. Additionally, Moon and Hall (1998)
mentioned that genetic and environmental factors influence the manifestation of high-level
abilities. It has been found that half of the variance in IQ scores in the general population is
due to heredity and half to the environment.
Meanwhile, cognitive approach uses psychological instruments such as intelligence
and aptitude tests to assess cognitive abilities and identify giftedness as they provide reliable
and valid measures of mental processing abilities. At a young age, gifted children possess the
following cognitive characteristics: early language interest and development, large
vocabularies, voracious reading habits, excellent memory, large knowledge bases, curiosity,
ability to manipulate abstract symbol systems, fast in knowledge acquisition and advanced
understanding on principles and relationships (Moon & Hall, 1998).
Gifted individuals have been segregated as either academic achievers or artistically-
talented (Clark & Zimmerman, 1998) and it is the middle childhood when giftedness is
noticeable in the areas of reading, language, math, reasoning, science, literature and arts.
They also have variety of interests and are bibliophiles who read difficult books for their age.
They also are involved in collection, activities and hobbies and have more knowledge on
general information (Schor, 1995).
B. Changing Definition of Artistic Talent
The classic definition of artistic talent before is used to be confined with the
exemplary performance in the field of arts. However, as time passes, the classic definition of
artistic talent has been modernized. “Talented” has acquired a new meaning which is
possessing superior abilities not only in the field of arts, but also a “high performance in
intellectual activity, creative or productive thinking, leadership abilities, visual and
performing arts and psychomotor abilities and who require services not ordinarily provided
by the school in order to full develop these capabilities (Clark & Zimmerman, 1998; Javits,
1982)”. “Creativity” as defined by Moon and Hall (1998) is a combination of cognition,
personality and performance of an individual.
Compared to intellectual giftedness, there is not as much information regarding
artistically-talented children as there were only few studies that have focused specifically on
the creatively gifted. To further harness artistic talent of individuals endowed with such
ability, a multidimensional view of giftedness should integrate an array of talent development
areas including visual and performing arts, especially in gifted and talented programs (Clark
& Zimmerman, 1998).
Who are the artistically-talented individuals? Artists are those with artistic creativity
that is expressive, imaginative, humorous, open-minded, unique, emotional and exciting
(Moon & Hall, 1998). Other cognitive characteristics associated with creativity are as follows
– intelligence, problem-finding ability, divergent thinking ability, flexibility, metaphoric
thinking, associative thinking, visualization, imagination, enjoyment of novelty, logical
thinking, evaluative skill and originality (Clark & Zimmerman, 1998).
Talent is evident when a student exhibits above-average abilities in a particular art
area without relying on formulas or copying. The talented individual is capable of generating
original ideas, inventions or innovation in art his artworks and display advanced skills in
producing them. They have high levels of motivation, intensity, perseverance and problem
solving skills (Clark & Zimmerman, 1998).
C. The Adolescent
Adolescence is a phase from childhood to adulthood during which young people go
through many physical, cognitive, social and psychological transitions. A person’s thinking
during this stage evolves from concrete operational stage to abstract. At this stage,
adolescents develop a sense of identity and awareness. Socially, they spend much of their
time with their peers and less time with their family and home environment in order to
develop their identity (De Rivera, 2008).
At this stage, adolescents begin to have a realistic sense of identity, experimenting on
the ways they appear, sound and behave. Their approaches on tasks are done in his or her
own unique way. Adolescents who do not go through self-experimentation may be seen as
stable, but actually having difficulties in self-discovery (Campbell & Gentry, 2002). They
also being to master their emotional skills to manage stress, be sensitive and become
effective in relating to other people (Goleman in Campbell & Gentry, 2002). Additionally,
social development is also one of the most crucial aspects of adolescents as they have to
make necessary adjustments in different environments like in their family, school, work and
community (Campbell & Gentry, 2002). Adolescents have tendencies to spend quality time
with themselves because they have a lot of things running in their minds. This autonomy
hinges on the importance of their social relationships as they need time to ponder on its ups
and downs. During this time also, the adolescents increase identification with their peers that
is why family ties play a vital role (Gunn, 1995).
D. Psychosocial Competencies of Gifted and Talented Children
Differences in the competencies of the gifted and talented individuals are due to
genetic and familial influence in origin (Hoh, 2005). That is why, it is of importance to bring
together artistically-gifted and talented who have similar interests and abilities in order to
broaden and deepen their knowledge about art and sharpen their skill and present learning
opportunities beyond what they can get from a regular classroom setting (Clark &
Zimmerman, 1998).
The artistically-talented have broad knowledge base, exceptional ability to integrate
information, insightfulness, exceptional perceptiveness, advances problem-solving abilities
and a preference for complexity, originality and creativity (Perrone, et. al., 2007). Moreover,
they have a heightened sense of justice, excessive altruism and idealism, sensitivity,
intensity, early concern about death, high expectancies, excessive self-criticism, pressure to
meet external expectation, perfectionism, difficulty coping with failure, existential
depression, high levels of energy and strong attachments and commitments (Moon & Hall,
1998).
In a local study conducted by Cabreros (1987), he said that gifted Filipino children
are found to be above the norm in sociability, emotional stability, dominance, shrewdness,
venturesome, self-sentiment, control and drive power and below average in excitability,
conscientiousness, overprotective tendencies and insecurity using the Institute for Personality
& Ability Testing’s (IPAT) Children’s Personality Questionnaire.
E. Psychosocial Vulnerabilities of Gifted and Talented Children
Non-gifted individuals may consider exemplary intellect and talent as a gift but
individuals who are considered as gifted and talented consider this gift as an “Achilles heel”.
Cross (n.d.) in Kettler (2007) mentioned that gifted students have unique social and
emotional needs as a result of their giftedness. Giftedness creates psychological
vulnerabilities that place stigma among children at risk for difficulties with emotional
adjustment (Moon & Hall, 1998). Especially the highly gifted students who appear to be at
risk for psychosocial difficulties due to differences with the norm. The brighter the children
are, the more struggle they experience on feelings of isolation and loneliness. Creativity,
conversely, can bring children into conflict and may cause social or emotional problems with
their environments especially when the cognitive characteristics of children are conflicting
with the value system of their environments (Moon & Hall, 1998).
Perrone’s study (2007) mentioned that other gifted and talented individuals
experience isolation, boredom and dissatisfaction. They may feel alone, misunderstood,
dissatisfied and may hold back themselves in conversation in order to appear as normal and
fit in. They also have a tendency to exhibit underperformance in school due to difficulties in
social and emotional adjustment (Moon & Hall, 1998)
Children who are gifted and talented are prone to develop social and emotional
problems and have continued throughout the decades. When they reach their adolescence, the
gifted and talented often feel different from peers who affect their social relationship with
them, thus, making them feel odd and unhappy (Bain, 2006).
The gifted and talented have difficulties in social contexts and are faced with various
daily stressors such as pressure to be perfect, impatience with problems and feeling different
and misunderstood (Preuss, 2004). As a result, the gifted and talented have increased
perfectionism and the need for achievement in order to get rid of the feeling of being
indifferent and isolated (Perrone, 2007).
F. Self-Concept Formation of Gifted and Talented Children
Identity has an important role in the formation of the self-concept of an individual.
This has something to do with his attributes, roles, goals, interests, values and beliefs.
(Campbell & Gentry, 2002). Interactions and relationships in childhood also play a vital role
in the formation of the self-concept. Through interactions with the environment and
significant others within the environment, children develop an understanding that they are
different as to compare with the people surrounding them (Osborne, 1996).
The most important setting for a child is the family because it is where he spends
most of his time and has the most influence to him. Environment plays a significant part as
what a child experiences in the different settings where he spends time in also determines the
development of his self-concept (Bronfenbrenner, 2004). Studies of Moon and Hall (1998)
further reinforce that the formation of self-concept has a direct relation to the social and
emotional adjustment of a child.
Parents, teachers and psychological professionals are a part of the interaction with the
environment of gifted and talented children which positively affect their development
(Kettler, 2007). Research shows that families of gifted children have supportive relationships,
clear roles and empowering culture on children. Moreover, they also exhibit high levels of
quality time and flexibility that portray self-actualizing families (Moon & Hall, 1998).
Parents, most especially, play an important role in the development of children’s social
competence because have a direct impact in shaping and supporting the social behavior of
children (Domitrovich, 1998). Teachers on the other hand also provide emotional support for
gifted or talented child when it comes to finding and better understanding himself. A teacher
whose teaching method stimulates and challenges can encourage children to display
advanced abilities and at the same time nurture them with educational learning (Hodge,
2002).
External systems like the neighborhood, peers and school can have a tremendous
effect towards the child (Moon & Hall, 1998). Cross (2007) mentioned that the most
successful children are those with higher social skills, self-esteem and school achievement
and an authoritative home, whose parents set expectations while nurturing individuality and
developing trust and human respect. Additionally, gifted and talented students who feel
adequately supported by their environment would less likely want to work alone compared to
those who are unsupported (French, 2008). Gifted and talented children who are more
environmentally engaged may benefit more from their environment.
G. Issues on Intellectual Giftedness and Artistic Talent
Due to their unusual ability, gifted and talented children may experience social stigma
from people around them, especially those who do not full understand their exceptionality.
Children who are identified as gifted by their peers experience stigma of giftedness and
limited acceptance (Cross, 2005). In a study by Kiser & Berndt (1985) and Moon & Hall
(1998), “twelve percent of gifted students are reported experiencing depression, anger and
loneliness.” As a result of the stigma, they are regarded as socially inadequate, shy or
overbearing, and perceived as physically weak, unnecessary to society and ultimately
undesirable (Cross, 2005).
Exceptional issues involving the gifted and talented include synchronous
development, social and emotional functioning in gifted and talented as well as their non-
gifted siblings (Bain, 2006). As the gifted and talented children grow into adolescents, they
encounter more stress than non-gifted peers because they feel pressured to do well in school,
needing to be best and being expected to know a lot (Moon & Hall, 1998).
The significant social relations of the gifted and talented may encounter a problematic
relationship with them, thus having issues to be addressed as an end result. Families with
gifted and talented children tend to be child-centered, set high standards for education and
achievement, expect conformity to conventional values, value intellectual and cultural
activities and nurture close, supportive family relationships. However, with the attention all
focused to the gifted or talented child, this can result to undesirable effect on familial
relations. Gifted and talented children can easily assume an authoritative, parental role,
gaining power in the system at the expense of the parents (Moon & Hall, 1998).
There is a tendency that teachers dislike children who display traits of creativity as
they prefer students who are conformists and unquestioning because these characteristics are
easier to manage in group settings (Moon & Hall, 1998).
They also encounter problems towards their peer groups as they fear to be isolated
from them. In order for them not to be accepted by peers and not become social misfits,
gifted and talented children conceal and suppress their true capabilities (Ehrlich, 1985).
CHAPTER IV
METHODOLOGY
A. Research Design
This study makes use of both descriptive and exploratory research design through
quantitative and qualitative techniques. Quantitative research design provides measurable and
more generalized information while qualitative research design provides a deeper description
of the study. The data that obtained from quantitative and qualitative techniques are used to
describe the psychosocial skills of artistically-talented high school students, focusing on three
domains – quality of relationship with significant others, self-concept and emotional
intelligence specifically the interpersonal and intrapersonal skills.
B. Sampling Technique
A non-probability sampling scheme, specifically, purposive sampling is used in
acquiring participants for this study as respondents are selected based on a pre-determined set
of criteria based on the qualifications set by Philippine High School for the Arts for
admission.
C. Research Locale
1. Overview of the School
Philippine High School for the Arts (PHSA) is a government-run secondary
school for the artistically-gifted and talented children and adolescents and implements
a special secondary education curriculum and programs committed to the
conservation and promotion of the Philippine arts and culture.
Aside from the academic and artistic training, they are also taught
independence with the experience of living away from home and integrating with
mentors and peers in this residential high school.
The site of the school is strategically placed and is a vital factor in making
PHSA in the mystical mountain of Maria Makiling which is considered a powerful
source of inspiration for artistic engagements of students and mentors alike.
2. Curriculum
The Basic Education subjects as required by the Department of Education are
taken up by students in PHSA. However, the subjects are uniquely handled compared
to regular schools in order to support the specialized studies for the following art
fields: visual arts, music, dance, creative writing and theater arts.
Elective courses are also offered to students on a semestral basis to
complement their field of expertise. These are Computer Graphics, Photography,
Ethnic Ensemble, Rondalla, Music for Non-Music Major, Music for Dancers, Basic
Journalism, Ballroom Dance, Basic Acting for Non-Theater Arts Major, Philippine
Folk Dance for Ballet Major, Ballet for Philippine Folk Dance Major, Research in
Arts and Community Service.
3. Facilities
Bahay kubo-inspired cottages serve as classroom, science laboratories,
instructional media center, computer room and practice rooms for Music and Theater
Arts students. Likewise, the administration office, faculty room, meeting room,
medical clinic, and guidance and counseling office are designed the same way.
Other instructional facilities include the Tangahalang Maria Makiling which is
installed with the latest in light and sound system along with other functional rooms
within the school.
4. Student Activities
Aside from their academic activities, PHSA students also participate in
extramural events such recitals, exhibits, competitions and outreach projects in rural
and urban communities wherein they share their experiences.
They also are given the opportunity to be involved in exposure trips locally
and abroad wherein they are invited to hold interactions with well-known artists,
leaders, government officials and PHSA alumni for master classes.
Other co-curricular activities include campus journalism, involvement in
religious services, peer coaching, Student Council management and host of other life-
enriching experiences.
D. Subjects
The inclusion criteria for the reference population are Filipino high school students
who are studying in Philippine High School for the Arts, a special school for the talented
individuals. There is no preferred sexual orientation or gender. The study sample comprised
of 72 talented students, with 24 students per domain of artistic talent namely visual arts,
music and dance.
E. Data Gathering Procedures
To be able to acquire data and information for the purpose of the study, extensive
research is and second hand data from books, journals and internet articles are collected and
analyzed for the construction of the review of related literature, the theoretical framework
and the data instrumentation.
In finding respondents for this study, Philippine High School for the Arts was
contacted to request assistance and cooperation on this undertaking as their students are
qualified in the inclusion criteria of the study. The school was asked if they could provide
subjects for this study. Participants were given survey forms consisting of socio-demographic
profile, open-ended questions and behavioral checklist. The survey questionnaire was
designed based on the research objectives of this study. Since the questionnaire focus on the
psychosocial skills of the artistically-talented students from PHSA, the survey was divided
into three domains consisting of questions regarding the quality of social relations, self-
concept and emotional intelligence.
Using the Cronbach’s Alpha, the survey questionnaire is validated to test the
reliability of the scale. The survey questionnaire is self-administered and was distributed to
students of Philippine High School for the Arts who fall under the domains visual arts, music
and dance. The students were asked to answer the questionnaire based on their agreement or
disagreement on each statement.
To support the quantitative data and to obtain first-hand information on the
experiences of the artistically-talented individuals, a case study on the three art fields
included in this study was conducted. The respondents for the interview were also informed
accordingly and were given an ample amount of time to review the set of questions before
the interview proper.
E. Data Instrumentation
This study made use of the researcher’s self-made behavioral checklist containing
questions measuring the psychosocial skills of artistically-talented individuals using the
Likert scale. From the review of literatures, an item pool was constructed. To get the internal
consistency of the statements, the scale underwent item analysis, expert judging, revisions
and editing reducing the pool of seventy-five (75) statements into thirty (30) items with three
domains consisting of ten statements each for the domains quality of social relations, self-
concept and emotional intelligence. The questionnaire also contained the socio-demographic
profile of the respondents and six (6) open-ended questions on the three domains this study
wishes to investigate.
The items on the behavioral checklist (see Appendix) are scored 4 for strongly agree
(SA), 3 for agree (A), 2 for disagree (D) and 1 for strongly disagree (SD). Nine of the thirty
statements from the checklist are negative statements and thus were scored inversely. Tables
4.1, 4.2 and 4.3 show the roster of negative statements used in the checklist.
Quality of Social Relations

I do not find it easy to get along with my peers.
I do not find it easy to get along with my family members.
My regular peers make me feel that I am different because of my talent.
My teachers expect me to know a lot and set realistic high expectations.
Sometimes, I have encountered misunderstandings with my regular peers because of
the peculiar way I think.
Table 4.1 Negative Statements on the Quality of Social Relations
Self-Concept
I do not want to be labeled as gifted/talented.
I recognize my artistic talent.
Table 4.2 Negative Statements on Self-Concept
Emotional Intelligence
I am having difficulty dealing with my regular agemates.
I refrain myself from spending time with regular agemates because I might be a source
of their ridicule.
Table 4.3 Negative Statements on Emotional Intelligence
The reliability of the behavioral checklist was tested using the Pearson product
moment-correlation coefficient using a sample of twenty (20) randomly selected students
from the Philippine High School for the Arts and were not considered during the
implementation of the instrument. Prior to the item analysis, the behavioral checklist was
also scrutinized by psychology experts. Finally, after the test was administered to the target
population, reliability analysis was done using the Statistical Package for Social Sciences
with an alpha of 0.650, signifying that it was measuring a single construct.
A key informant interview was done for the qualitative part wherein an interview
guide was made to inquire about the student’s socio-demographic data, basic information and
behaviors that manifest exceptional skill were probed. The selected gifted and talented as
endorsed by the academic coordinator of Philippine High School for the Arts were invited for
an interview to validate and further substantiate the quantitative data. The data obtained from
the interview was used for the case study. In analyzing the qualitative data, conceptual and
matrix analyses were done to analyze common responses and find salient themes.
F. Ethical Considerations
Prior to the implementation of the quantitative and qualitative instruments, the
director and faculty of the Philippine High School for the Arts were informed of the
undertakings of the study. They were properly informed as to how the researcher will go
about with the study. Also, to protect the privacy and well-being of the target participants of
this study, informed consent was sought to the subjects. They were assured that their personal
profile, responses and behaviors will be kept confidential and will be used solely for research
purposes. The respondents were informed that they option to refuse to answer any question
that they may find too sensitive or threatening. They also had the option to withdraw from
the study anytime as this requires voluntary participation of subjects all throughout the study.
Before the implementation of the instruments, both the faculty and the respondents were
informed about implications and benefits of the study. The data obtained were treated with
outmost confidentiality and interpreted collectively. Philippine High School for the Arts was
informed accordingly upon completion of the study. For the qualitative part of the study,
note-taking technique was done to acquire to protect the interest of the participants.
G. Statistical Treatment
Upon completion of the quantitative data gathered, the responses were encoded using
Microsoft Excel program. The Statistical Package for Social Sciences (SPSS) Version 14.0
was used to analyze the quantitative data. Mean comparisons were employed to determine if
there are any significant differences in the psychosocial skills of artistically-talented high
school students who are visual arts, music and dance majors. Pearson product moment
correlation was used for ordinal and continuous variables. Bivariate correlation was used to
investigate the relationship of the subscales of psychosocial skills namely, Quality of Social
Relations, Self-Concept and Emotional Intelligence. Descriptive statistics such as mean,
standard deviation, frequency counts and percentages was used in determining the tally of
answers on the socio-demographic profile and personal information of the respondents.
CHAPTER V
RESULTS AND DISCUSSION
In this chapter, the results regarding the psychosocial skills of artistically-talented
high school students in the three domains of artistic talent, namely dance, music and visual
arts, are presented. Moreover, the correlations of these domains are analyzed across the
different kinds of talent observed in this study.
The Socio-Demographic Profile
Basing on the monthly family income to assess the respondents’ soocio-economic
status, majority (63.9% or n=46) of the respondents belong to the middle class, 20.8% (n=15)
belong to the upper class while 15.3% (n=11) belong to the lower class.
For gender, 48.3% (n=42) of the respondents are female, 38.9% (n=28) are male,
1.4% (n=1) for both bisexual and cross dresser while there are no reported homosexual male
and homosexual female that participated in the study. On the year level, 33.3% (n=24) of the
participants were second year students, 19.4% (n=14) are first year students and 23.6%
(n=17) are participants from the third year and the fourth year levels.
For religion, the most dominant among the respondents is the Roman Catholic
religion with 66.7% of the population considered in this study. Other responses include
Protestant (6.9%), Born Again Christian (13.9%), and Others (12.5%) which includes
Aglipayan, Seventh Day Adventist, Mormon and no religion observed.
The status of the family was also included in the socio-demographic profile of the
respondents. Majority (72.2% or n=52) of the students have their parents living together,
18.8% (n=13) have separated parent who are either annulled, divorced, separated or one
parent is out of the country.
Forty point three percent (n=29) are youngest in birth order, 27.8% (n=20) are second
born or middle child, 18.1% (n=13) are first born, 12.5% (n=9) are only child while 1.4%
(n=1) has a different situation in terms of birth order.
Fifty percent of the respondents are residents from the National Capital Region
(Manila, Quezon City, Paranaque, Mandaluyong, Makati, Marikina, Pasig, Muntinlupa), 25%
from Luzon (Laguna, Cavite, Baguio, Nueva Ecija, Zambales, Sorsogon Dagupan), 13.9%
13.9% for Visayas (Leyte, Samar, Tarlac, Cebu, Bohol, Romblon, Cagayan de Oro), 8.3% in
Mindanao (Koronadal,South Cotabato, Zamboanga, Bukidnon, Surigao del Norte) and 2.8%
was born overseas or did not specify their place of origin.
Seventy-three point six percent (73.6%) of the respondents from the Philippine High
School for the Arts who participated in this study are members of an organization and thirty-
six point one percent (36.1%) of them are members of a talent or varsity organization. Other
school organizations in which they belong to are academic organizations (8.3%) and their
respective course electives (29.2%). However, forty-eight percent (48%) of those who are
members of an organization are not holding any position in the organization they belong to.
Table 5.1. Socio-demographic Distribution of the Artistically-Talented Students from
Philippine High School for the Arts (N=72)
Variables Frequency Percent
Socio-Economic Status
(based on family’s monthly income)
below P10,000 11 15.3
P10,001-P50,000 46 63.9
P50,000 above 15 20.8
Gender
Male 28 38.9
Female 42 58.3
Homosexual Male 0 0
Homosexual Female 0 0
Bisexual 1 1.4
Transgender 0 0
Cross-dresser 1 1.4
Current Year Level
First Year 14 19.4
Second Year 24 33.3
Third Year 17 23.6
Fourth Year 17 23.6
Major
Dance 24 33.3
Music 24 33.3
Visual Arts 24 33.3
Religion
Roman Catholic 48 66.7
Protestant 5 6.9
Born Again Christian 10 13.9
Islam 0 0
Others 9 12.5
Family Status
Parents are living together 52 72.2
Parent(s) is/are deceased 6 8.3
Parents are separated 13 18.1
One parent is abroad
Annulled/Divorced/Separated
Others 1 1.4
Birth Order
First Born 13 18.1
Second Born/Middle Child 20 27.8
Youngest 29 40.3
Only Child 9 12.5
Others 1 1.4
Province of Origin
Luzon (Laguna, Cavite, Baguio, 18 25
Nueva Ecija, Zambales, Sorsogon
Dagupan)
Visayas (Leyte, Samar, Tarlac, Cebu, 10 13.9
Bohol, Romblon, Cagayan de Oro)
Mindanao (Koronadal,South 6 8.3

Cotabato, Zamboanga, Bukidnon,
Surigao del Norte)
NCR (Manila, Quezon City, 36 50

Paranaque, Mandaluyong, Makati,
Marikina, Pasig, Muntinlupa)
Others (USA, did not specify) 2 2.8
Member of an Organization
Yes 53 73.6
No 19 26.4
Kind of School Organization
Academic 6 8.3
Socio-Civic 0 0
Religious 0 0
Talent/Varsity 26 36.1
Others 21 29.2
Officer of an Organization
Yes 18 25
No 35 48
Objective #1
How does socio-demographic profile correlate with the psychosocial skills of the
artistically-talented adolescents?
Partial Correlations were done to determine to determine the trend of the responses of
the artistically-talented adolescents on the selected variables that could have a significant
effect on their psychosocial skills (See Table 5.3). The variables that were considered to be
correlated with the psychosocial skills are the variables related to the domains observed in
this study, namely quality of social relations, self-concept and quality of social relations with
significant others.
Table 5.2. Correlation of Significant Socio-demographic Variables with Psychosocial
Skills of Artistically-Talented Adolescents (N=72)
Measure Correlation Value
Psychosocial Skills with Gender 0.325*
Quality of Social Relations 0.472*
Self-Concept 0.266*
Emotional Intelligence 0.236*
Psychosocial Skills with Major 0.345*
Self-Concept -0.241
Psychosocial Skills with Religion -0.331
Self-Concept -0.357
Emotional Intelligence -0.87
Psychosocial Skills with Family Status 0.201*
Self-Concept 0.046*
Psychosocial Skills with Birth Order 0.418*
Self-Concept 0.355*
Psychosocial Skills with Member of an Organization -0.783
Quality of Social Relations -0.754
Self-Concept -0.791
Emotional Intelligence -0.804
Psychosocial Skills with Officer of an Organization 0.095*
Quality of Social Relations 0.045
Self-Concept 0.107*
*Correlation significant at α=0.05 (2-tailed)
The concept was first correlated with gender and resulted to 0.325, meaning there is a
significant, positive but low correlation between psychosocial skills and gender; their social
orientation affects the way they deal with people and how the way they see themselves.
Additionally, all of the subscales (quality of social relation r=0.472, self-concept r=0.266,
emotional intelligence r=0.236) affect the psychosocial skills of the artistically-talented
individuals if gender is taken into consideration.
The respondents’ score on their psychosocial skills is not correlated with their majors
although the subscale emotional intelligence shows a minimal but positive correlation
(r=.345).
The religion of the artistically-talented adolescents was also taken into consideration.
The correlation of the variable with the psychosocial skills shows a negative correlation
(r= -0.031), meaning that religion has a very weak relationship with their psychosocial skills.
Additionally, among the three domains of psychosocial skills, the quality of social relations
yielded a weak yet positive correlation. The family status of the respondents was also
measured in relation to the psychosocial skills. It also yielded a low positive correlation of
0.201. However, the domain emotional intelligence showed a moderate correlation with the
socio-demographic variable.
Birth order also has a significant role in the psychosocial skills with a moderate
correlation of 0.418. All of the domains of psychosocial skills showed a correlation with the
variable being measured (quality of social relation r=0.377, self-concept r=0.355, emotional
intelligence r=0.523).
Being a member of an organization is not significantly correlated with the
psychosocial skills of the artistically-talented students (r=-0.783). Of all the variables
measure, this yielded a high negative correlation with all the subscales of psychosocial skills.
The subscale quality of social relations resulted to a correlation of -0.754, emotional
intelligence of r=-0.791 and emotional intelligence with r=-0.804.
The psychosocial skills of the artistically-talented students, however, are correlated
but weak, with being an officer of an organization they belong to (r=0.095). Both the
subscales self-concept (r=0.107) and emotional intelligence (r=0.133) have a low positive
correlation with the socio-demographic variable being observed.
Objective #2
How does artistic talent affect the self-concept of the artistically-talented
adolescents?
The Self-Concept of the Artistically-Talented
For the self-concept subscale, corresponding points will be assigned based on the
group responses of the respondents. A mean of 3.1 to 4.0 indicate a high self-concept, 2.2 to
3.0 for average self-concept and 2.1 and below for a low self-concept.
Table 5.3.Mean and Standard Deviation of the Self-Concept Subscale

of the Artistically-Talented Students from the Philippine High School for the Arts
Possible Range Mean Respondents
Minimum Maximum Standard Deviation
1-4 2.74 1.1 3.9 0.711
The responses yielded a mean of 2.73, which indicate that the artistically-talented
have an average self-concept. The standard deviation of 0.711 demonstrates that the point in
which the responses converge in the bell-shaped curve are near to the mean, signifying
homogeneity of answers. In analyzing resulting mean, it can assumed that they know
themselves well but instances arise when they are left unsure of themselves as their score
falls on the average category. The formation of one’s self-concept is also determined by how
people perceive a person. If the artistically-talented are being stigmatized due to their
exceptionality, this may contribute to their perception of themselves. Another factor to be
considered is the issues they face in their current stage of development which is adolescence.
(Campbell & Gentry, 2005)
Items on Self-Concept of the Artistically-Talented
Statements for the self-concept domain aim to determine how the artistically-talented
regard and value themselves. Table 5.4 shows the summary of the means for each item on
the self-concept subscale.
Table 5.4.Summary of Means on the Self-Concept Domain of Psychosocial Skills of

Artistically-Talented Students from Philippines High School for the Arts (N=72)
Item Mean
1 2.7083
2 2.7222
3 3.0417
4 3.2639
5 2.8056
6 2.7361
7 2.9167
8 2.2222
9 2.2500
10 2.7222
Sum of
Mean: 2.74
Item 1 yielded 55.6% (n=40) with the respondents disagreeing to the fact that they see
themselves better than others. If the responses of each art domain will be taken into
consideration, the 50% (n=36) of the dance majors disagree with the statement, 50% (n=36)
for visual arts majors and 66.7% (n=48) for music majors. Since they want to feel accepted
with the company of regular individuals, they do not see themselves as better than them. To
cover up for their talent, they act in a way that regular individuals would accept them
(Whitmore, 1986).
Item 1 SD D A SA
I see myself better from others. 12.5% 55.6% 31.9% 0%
Dance Visual Arts Music

SD D A SA SD D A SA SD D A SA
0% 33.3% 50% 16.7% 12.5% 37.5% 45.8% 4.2% 12.5% 16.7% 70.8% 0%
Table 5.5. Responses for Item 1 under the domain Self-Concept
Even they do not see themselves better than others, they feel confident about
themselves as 61.1% (n=44) of the artistically-talented agree with the statement, with 50% of
the dance majors agreeing to the statement, 45.8% (n=33) for visual arts and 70.8% (n=51)
for the music majors. This implies that the artistically-talented are aware of their capabilities
but they may have some reservation of letting others know their talent.
Item 6 SD D A SA
I feel confident about myself. 6.9% 26.4% 61.1% 5.6%

8.3% 12.5% 70.8% 8.3% 4.2% 37.5% 50% 8.3% 8.3% 29.2% 62.5% 0%
Fifty-five point six percent (n=40) responded that they do not want to be labeled as
gifted or talented. Moreover, among the three art majors, 70% (n=50) of the music majors are
most affected with the label “gifted” or “talented”.
Item 2 SD D A SA
I do not want to be labeled as 8.3% 29.2% 55.6% 6.9%
gifted/talented.

0% 33.3% 50% 16.7% 12.5% 37.5% 45.8% 4.2% 12.5% 16.7% 70.8% 0%
However, even they do not want to be labeled as such, 84.7% (n=61) recognize their
exceptional ability in arts. Contrary to the previous item, even though the music majors are
the ones most affected with the label “gifted” or “talented”, they are the ones who recognize
their talent the most (70% to n=18).
Item 3 SD D A SA
I recognize my artistic gift/talent. 0% 2.8% 84.7% 12.5%

0% 0% 91.7% 8.3% 0% 4.2% 91.7% 4.2% 4.2% 70.8% 25% 0%
In terms of their social skills, 59.7% (n=43) consider themselves as socially adequate
and can adapt to different environments. Among the three majors, those who dance majors
are the ones who most disagree with the statement. This contradicts with the findings of
Perrone (2007) and Moon and Hall (1998) wherein it mentioned that the gifted and talented
individuals experience isolation, boredom and dissatisfaction. They also have tendencies to
feel alone and misunderstood.
Item 4 SD D A SA
There are times I feel that I am socially 5.6% 59.7% 27.8% 6.9%
inadequate.

0% 66.7% 25% 8.3% 16.7% 50% 33.3% 0% 0% 62.5% 25% 12.5%
However given that the premise of their social adequacy, they feel unaccepted when
in the crowd of regular agemates as seen in the responses on Item 8 (73.6% n=53) with 75%
(n=54) of both dance and visual arts majors experiencing the social stigma attached to their
gift. A relatively high number of music majors also agree with the statement.
The stigma attached to their gift is due to the dyssynchronous development which
could cause difficulties in social and emotional functioning (Bain, 2006). Additionally,
because of their talent, they may have feelings of isolation (Perrone, 2007).
Item 8 SD D A SA
I feel unaccepted when in the crowd of 2.8% 13.9% 73.6% 9.7%
regular agemates.

0% 12.5% 75% 12.5% 4.2% 12.5% 75% 8.3% 4.2% 16.7% 70.8% 8.3%
The responses from Item 3 correlate with their responses on Item 5. It is stated that
they recognize their exceptionality in arts, therefore, they engage in activities involving arts
and excel on it. Majority of the respondents (63.9% or n=46) state that they feel proud of
themselves whenever they have achievements such as inter-school, national and international
contests on their respective fields but among the three art fields, the music majors feel the
most pride with 66.7% (n=48) of them agreeing to the statement.
Item 5 SD D A SA
I praise myself whenever I have 5.6% 22.2% 63.9% 8.3%
achievements.

12.5% 20.8% 62.5% 4.2% 0% 20.8% 62.5% 16.7% 4.2% 25% 66.7% 4.2%
When asked if they believe they will be successful in their chosen field in the future,
63.9% (n=46) mentioned that they will have a number of achievements because of their
talent. Moreover, all of the three domains agree with the statement and among the three
domains, the music majors have the highest agreement with the statement with 75% (n=54).
Item 7 SD D A SA
I believe that I will be successful in my 4.2% 2.8% 63.9% 29.2%
chosen field someday.

8.3% 8.3% 50% 33.3% 0% 0% 66.7% 33.3% 4.2% 0% 75% 20.8%
The artistically-talented reported that they have gained respect from people because
of the talent they have. Forty-five point eight percent of the dance majors agree with the
statement, and both 79.2% (n=57) of the visual arts and music majors agree with this
statement as well.
Item 9 SD D A SA
People respect me because of the talent I 8.3% 20.8% 68.1% 2.8%
have.

12.5% 41.7% 45.8% 0% 4.2% 12.5% 79.2% 4.2% 8.3% 8.3% 79.2% 4.2%
Item 10 coincides with the responses of the artistically-talented in Item 5. Since they
praise themselves with their achievements, they are not so much disheartened whenever they
encounter disappointments, most especially when they are not able to carry out what is
expected of them in their craft. Sixty-eight point one percent of the artistically-talented
students agree with this statement. Among the three majors, it is the music majors with
79.2% (n=57) who agree with the statement most.
Item 10 SD D A SA
I still have high self-regard for myself in 2.8% 15.3% 68.1% 13.1%
spite of my imperfections

4.2% 12.5% 70.8% 12.5% 4.2% 25% 54.2% 16.7% 0% 8.3% 79.2% 12.5%
Objective #3
How does artistic talent affect the emotional intelligence (both intrapersonal and
interpersonal aspect) of the artistically-talented adolescents?
The Emotional Intelligence of the Artistically-Talented
To measure the emotional intelligence of the artistically-talented, four (4) statements
on interpersonal skills and another six (6) statements on intrapersonal skills where included
in the behavioral checklist. A mean of 3.1 to 4.0 on the responses indicate a high quality of
social relations, 2.2 to 3.0 for average quality and 2.1 and below for a low quality.
Table 5.14.Mean and Standard Deviation of the Emotional Intelligence Subscale
of the Artistically-Talented Students from the Philippine High School for the Arts
1-4 3.02 1.3 4.0 0.643
Table 5.14 shows the mean of 3.02 for the whole domain of emotional intelligence,
signifying that the artistically-talented students have a high emotional intelligence. If the
means of the subscales of emotional intelligence will be considered, the interpersonal aspect
yielded a mean 0f 3.09 (high score) while the intrapersonal aspect, a mean of 2.49 (average
score). The standard deviation of 0.643 demonstrates that the point in which the responses
converge in the bell-shaped curve are near to the mean, signifying homogeneity of answers.
This is contradicting to the claim of Moon and Hall (1998) which states that creativity can
bring children into conflict and may cause social or emotional problems with their
environments especially when the cognitive characteristics of children are conflicting with
the value system of their environments. It can be assumed that even with their exceptionality,
they know how to handle themselves as well as relate to other people as well.
Items on Self-Concept of the Artistically-Talented
Statements for the emotional intelligence domain aim to determine how well an
artistically-talented relates to people surrounding him/her as well as the extent on how he/she
knows him/herself. Table 5.15 shows the summary of the means for each item on the self-
concept subscale.
Table 5.15.Summary of Means on the Self-Concept Domain of Psychosocial Skills of
Artistically-Talented Students from Philippines High School for the Arts (N=72)
Item Mean
1 3.1667
2 3.0833
3 3.0556
4 3.0147
5 3.1994
6 3.0278
7 2.9444
8 3.0278
9 3.0356
10 2.3750
Sum of
Mean: 3.02
Item 1 SD D A SA
I am having difficulty dealing with my 0% 16.7% 50% 33.3%
regular age mates.

0% 16.7% 54.2% 29.2% 0% 16.7% 54.2% 29.2% 0% 16.7% 41.7% 41.7%
Table 5.16. Responses for Item 1 under the domain Emotional Intelligence
Item 2 SD D A SA
I refrain myself from spending time with 2.8% 13.9% 55.6% 27.8%
my regular age mates because I might be a
source of their ridicule.

4.2% 16.7% 66.7% 12.5% 4.2% 4.2% 66.7% 25% 0% 20.8% 33.3% 45.8%
Item 3 SD D A SA
I mingle with other children who have 1.4% 8.3% 73.6% 16.7%
similar interests and abilities like mine.

0% 16.7% 66.7% 16.7% 0% 4.2% 79.2% 16.7% 4.2% 4.2% 75% 16.7%
Item 4 SD D A SA
I know how to sympathize and empathize 1.4% 6.9% 77.8% 13.9%
with the feelings and problems of others.

0% 12.5% 70.8% 16.7% 0% 0% 87.5% 12.5% 4.2% 8.3% 75% 12.5%
The first four statements tackle about the intrapersonal skills of the artistically-
talented. Although their average mean is high, 50% (n=36) of the respondents are having
difficulties dealing with their regular agemates. Fifty-four point two percent (n=13) of the
dance majors and visual arts majors experience difficulty relating with their regular
agemates. This agrees with what is stated on their quality of social relations. This result is
further strengthened by Whitmore (1986) where he stated in his study that the gifted children
prefer the company of people who are older than they are.
Artistically-talented prefer to interact with artists like them as shown in the frequency
of answers in Item 3 (76.3% or n=53) They share the same interests and therefore, it is much
easier for them to interact with their fellow artists. All of the three art majors yielded a high
percentage of agreement to the statement with 66.7% for the dance majors, 79.2% for the
visual arts majors and 75% for the music majors. Clark & Zimmerman (1998) support this
claim as it is stated in their study that “it is important that students who are identified as
artistically-gifted and talented should be brought together with others who have similar
interests and abilities and be offered experiences that broaden and deepen their knowledge
about art, sharpen their art skills, and present learning opportunities rarely found in
classroom settings.”
Bain’s (2006) study also claim that the gifted and talented individuals are having a
hard time to relate socially and emotionally and thus resulting to problems especially during
adolescence. The gifted and talented often feel different from peers who affect their social
relationship with them, thus, making them feel odd and unhappy. The artistically-talented
students from PHSA disprove this claim as responses show that 77.8% (n=56) are not having
problems in relating socially and emotionally In this item, the visual arts major scored the
highest among the three art domains with 87.5% (n=21) agreement to the statement.
Item 5 SD D A SA
I have set high goals and expectations for 1.4% 9.7% 56.9% 31.9%
myself.

4.2% 16.7% 50% 29.2% 0% 8.3% 75% 16.7% 0% 0% 54.2% 45.8%
Item 6 SD D A SA
I react to criticisms positively. 0% 13.9% 69.4% 16.7%

0% 16.7% 66.7% 16.7% 0% 8.3% 75% 16.7% 0% 16.7% 66.7% 16.7%
Item 7 SD D A SA
Knowing myself is crucial to my self- 0% 13.9% 69.4% 16.7%
concept.

8.3% 20.8% 50% 2.8% 0% 12.5% 75% 12.5% 0% 16.7% 66.7% 16.7%
Item 8 SD D A SA
I am easily motivated to do things even 2.8% 16.7% 63.9% 16.7%
without rewards.

4.2% 25% 54.2% 16.7% 0% 12.5% 58.3% 29.2% 0% 12.5% 66.7% 20.8%
Item 9 SD D A SA
I never liked failing or disappointing 1.4% 16.7% 59.7% 22.2%
people who are significant to me.

0% 20.8% 45.8% 33.3% 0% 8.3% 54.2% 37.5% 0% 4.2% 41.7% 54.2%
Item 10 SD D A SA
I allow myself to be treated as special 0% 11.1% 47.2% 41.7%
because I am artistically-talented.

8.3% 50% 33.3% 8.3% 0% 8.3% 54.2% 37.5% 0% 16.7% 41.7% 41.7%
The next six statements on the ten statements on emotional intelligence tackle about
the interpersonal skills. Majority of the respondents set high goals and expectations for
themselves (56.9% or n=41) and among the three art domains the visual arts major got the
highest score with 75% (n=18) agreement
Additionally, this coincides with Item 9 as they do not like disappointing people.
Again, one of the contributing factor to this is the quality of relationship to their significant
others as they determine what should be expected from the gifted and talented (Moon & Hall,
1998). Music majors strongly agree with this statement with 54.2% (n=13) of the respondents
choosing this option.
They are also open-minded individuals because they react to take criticisms positively
and helpful to their personal growth (69.4% or n=50) with the 66.7% (n=16) of the music and
dance majors agreeing to this statement. The visual arts major are the ones who are in most
agreement with the statement with a percentage of 75% (n=18).
They artistically-talented individuals also have intrinsic motivation for majority of
their responses (63.9% or n=46) agree with the statement on Item 8. The music majors have
the highest intrinsic motivation among the art fields considered in this study (66.7% or
n=16).
Lastly, since it was mentioned in the first domain that they recognize their talent, they
allow themselves to be treated special (47.2% or n=34). However, dance majors (50% or
n=12) are the only ones who disagree with this statement.
Objective #4
How does artistic talent affect the quality of social relations (with parents, peers and
significant authorities) of the artistically-talented adolescents?
The Quality of Social Relations with Significant Others
For the quality of social relations subscale, corresponding points will be assigned
based on the group responses of the respondents. A mean of 3.1 to 4.0 indicate a high quality
of social relation, 2.2 to 3.0 for average quality of social relations and 2.1 and below for a
low quality of social relations.
Table 5.26.Mean and Standard Deviation of the Quality of Social Relations Subscale of
the Artistically-Talented Students from the Philippine High School for the Arts
1-4 3.74 1.1 4.0 0.773
From the responses obtained, a mean of 2.74 show that the artistically-talented
students have a moderate quality of social relations towards their significant others. The
standard deviation of 0.773 demonstrates that the point in which the responses converge in
the bell-shaped curve are near to the mean, signifying homogeneity of answers. It can be
assumed that an artistically-talented students have a fairly acceptable relationship with their
significant others namely their family, peers and authorities. This means that they get along
well with their significant others although their gift and talent could be a hindrance on certain
occasions thus making it hard to deal with them (Whitmore, 1986).
Items from the Quality of Social Relations Domain
The responses of each item on the domain of quality of social relations are likewise
observed highlight the individual interpretations for each statement.
Forty-three point one percent (43.1% or n=31) agree with the statement on Item 1 for
this domain. This is related with their responses on Item 2 with 52.8% (n=38) agreement on
the statement. Below is the frequency of the responses in percentage as to their agreement or
disagreement on the statement. However, these items, the responses of dance majors are not
in agreement with the visual arts and music majors as they disagree with the statement
provided.
Item 1 SD D A SA
I do not find it easy to get along with my peers. 2.8% 38.9% 43.1% 15.3%

8.3% 41.7% 37.5% 12.5% 0% 33.3% 50% 16.7% 0% 41.7% 41.7% 16.7%
Table 5.27. Responses for Item 1 under the domain Quality of Social Relations
Item 2 SD D A SA
My peers have a high regard for me because of my 0% 37.5% 52.8% 9.7%
artistic talent.

0% 41.7% 37.5% 20.8% 0% 37.5% 54.2% 8.3% 0% 33.3% 66.7% 0%
The claims in the responses are supported by the statement in Item 6 with an
agreement of 40.3% (n=29) from the respondents. Moreover, the artistically-talented have
also encountered misunderstanding because of their divergent thinking. Fifty-five point six
percent (n=40) agrees to this claim as seen in Item 9. Comparing the responses of the three
artistic domains, all of them are unanimous in agreeing that their regular peers make them
feel different because of their talent.
Item 6 SD D A SA
My regular peers make me feel that I am different 8.3% 30.6% 40.3% 20.8%
because of my talent.

8.3% 29.2% 41.7% 20.8% 12.5% 29.2% 41.7% 16.7% 4.2% 33.3% 37.5% 25%
Item 9 SD D A SA
Sometimes, I have encountered 8.3% 23.6% 55.6% 12.5%
misunderstandings with my regular peers because
of the peculiar way I think.

16.7% 62.5% 12.5% 8.3% 12.5% 50% 25% 12.5% 16.7% 54.2% 16.7% 12.5
The four abovementioned statements presented signify that the artistically-talented
students have difficulties when it comes to adjusting with their peers, particularly their
regular peers, because their talent sets them apart from others who are regular thus resulting
to feelings of insecurity and social stigma. Because of their exceptionality, their peers,
especially their regular peers, treat them as different. The gifted and talented students have
difficulties relaying with their regular peers because they have varied interests. This can be
supported by the study of Cross (2005) which mentions that due to their unusual ability,
gifted and talented children may experience social stigma from people around them,
especially those who do not fully understand their exceptionality. Moreover, children who
are identified as gifted by their peers experience stigma of giftedness and limited acceptance
(Cross, 2005).
tem 10 SD D A SA
Most of the activities I am involved in are influenced 8.3% 23.6% 55.6% 12.5%
by my peers because that is what they also do.

16.7% 25% 54.2% 4.2% 8.3% 29.2% 45.8% 16.7% 0% 16.7% 66.7% 16.7%
Moreover, one possible explanation of this phenomenon (See Table 5.31) is that
friends of the gifted and talented individuals are more likely to be found among those who
are of similar developmental characteristics (Whitmore, 1986). The gifted and talented
individuals who perceive themselves as different from other were more likely to have
encounter difficulties in social adjustment (Whitmore, 1986)
The respondents receive a lot of social support from their significant others when it
comes to their talent, particularly their parents, as proven by their responses on the following
statements.
Item 4 SD D A SA
My parents encourage me to try things that will 5.6% 9.7% 37.5% 47.2%
develop my interest.

8.3% 8.3% 20.8% 62.5% 0% 12.5% 45.8% 41.7% 8.3% 8.3% 45.8% 37.5%
Item 7 SD D A SA
My parents make themselves available when I need them 4.2% 23.8% 48.6% 23.6%
to participate in my school activities.

4.2% 25% 37.5% 33.3% 4.2% 20.8% 54.2% 20.8% 4.2% 25% 54.2% 16.7%
Forty-seven point two percent (n=34) strongly agreed that their parents give them
opportunities that would cater their interest. This includes enrichment classes on visual art,
music and dance other than the education they receive from Philippine High School for the
Arts (PHSA) as stated in their responses on the open-ended questions on the survey
questionnaire. They also reported that their parents also look for activities in which they
could participate in like concerts, recitals and exhibits. The parents of these students are also
supportive during school activities that require their attendance or participation such as
recitals, concerts and exhibits with 48.6% (n=35) agreement on Item 7. All of the three
majors are in agreement to this statement with 37.5% (n=9) for dance majors, 54.2% (n=13)
for visual arts majors and 54.2% (n=13) for music majors.
Seventy-two point two percent (n=52) agree with the statement in Item 5. The
authorities of the artistically-talented allow them to freely express themselves and they have
something in mind that may be beneficial for the class. Comparing the responses of the three
art domains, they are in unison in agreeing with the statement with 66.7% (n=48) agreement
among dance majors, 66.7% (n=16) for visual arts and 83.3% (n=20) for music majors. This
supports the study of Clark and Zimmerman (1998) which states that being expressive is one
of the distinctive characteristics of the gifted and talented individuals.
Item 5 SD D A SA
My teachers value my opinion whenever I have 2.8% 19.4% 72.2% 5.6%
something to suggest in class

0% 29.2% 66.7% 4.2% 8.3% 16.7% 66.7% 8.3% 0% 12.5% 83.3% 4.2%
Moreover, they do not expect too much and set unreasonable expectations to them as
seen in the responses on Item 8 with the 58.3% (n=14) disagreement among dance majors,
50% (n=36) among visual arts majors and 62.5% (n=15) among music majors. This is
contrary to the results of the study conducted by Preuss (2004), which stated that they are
pressured to be perfect. Moreover, they also have an increased perfectionism and the need for
achievement in order to feel accepted (Perrone, 2007).
Item 8 SD D A SA
My teachers expect me to know a lot and set 11.11% 56.9% 30.6% 1.4%
unrealistic high expectations.

12.5% 58.3% 29.2% 0% 8.3% 50% 37.5% 4.2% 12.5% 62.5% 25% 0%
Objective #5
Are there any significant differences in the following domains of psychosocial skills
among artistically-talented adolescents in visual, arts, dance and music in terms of:
d. Emotional intelligence (both intrapersonal and interpersonal aspect)
e. Self-concept
f. Social relations (with parents, peers and teachers)
Table 5.36 shows the respondents’ mean score on the three domains of psychosocial
skills, namely emotional intelligence, self-concept and quality of social relations. Comparing
the results for the three domains, there are no significant differences between the three fields
of artistic talent as the values of the mean of the domains measured are almost equal to each
other.
Table 5.36. Mean of the Responses on the Domains of Psychosocial Skills of Artistically-
Talented High School Students (N=72)
Domains Measured Visual Arts Dance Music
Emotional Intelligence 3.06 3.01 3.08
Self-Concept 2.71 2.75 2.74
Quality of Social Relations 2.78 2.70 2.74
This result implies that even if they belong in different fields of artistic talent, their
responses are homogenous and there is a very minimal disparity observed from their answers.
This result can be justified by their common experiences in their respective fields of talent.
Moreover, the respondents came from a single institution, which contributes to the
homogeneity of the responses.
Emotional Intelligence and Self Concept of the Artistically-Talented Adolescents
Table 5.37 shows the correlation between the emotional intelligence and the self-
concept of the artistically-talented adolescents.
Table 5.37. Correlation of Emotional Intelligence and Self-Concept of the Artistically-

Talented Adolescents.
Self-Concept
Pearson Correlation
-0.377
Scores on Emotional Intelligence
Sig. (2-tailed) 0.283
N 72
Using the Bivariate correlation, the Emotional Intelligence scale is correlated with the
Self-Concept Scale. The negative correlation (r=-0.377) signifies an inverse relationship of
the two subscales. However, the correlation of the two subscales is weak.
Emotional Intelligence and Quality of Social Relations of the Artistically-Talented
Adolescents
Table 5.38. Correlation of Emotional Intelligence and Self-Concept of the Artistically-

Talented Adolescents.
Quality of Social Relations
Pearson Correlation
-0.005
Scores on Emotional Intelligence
N 72
Using the Bivariate correlation, the Emotional Intelligence Scale is correlated with
the Quality of Social Relations Scale. The negative correlation (r=-0.005) signifies an inverse
relationship of the two subscales. However, the correlation between the two scales is almost
absent as signified by a very low correlation that is almost zero.
Quality of Social Relations and Self-Concept of the Artistically-Talented Adolescents
Table 5.39. Correlation of Quality of Social Relation and Self-Concept of the
Artistically-Talented Adolescents.
Self-Concept
Pearson Correlation
-0.08
Scores on Quality of Social Relations
N 72
Using the Bivariate correlation, the Quality of Social Relations Scale is correlated
with the Self-Concept Scale. The negative correlation (r=-0.08) signifies an inverse
relationship of the two subscales. However, the correlation between the two scales is weak.
Summary of Correlations of the Subscales of the Psychosocial Skills
Based from the Pearson product moment correlation coefficient obtained from the
Bivariate correlation, there is a low negative correlation among the subscales compared,
namely Emotional Intelligence and Self-Concept (r=-0.377), Emotional Intelligence and
Quality of Social Relations (r=-0.005), and Quality of Social Relations and Self-Concept (r=-
0.08), signifying that all of the subscales are independent from one another and do not affect
the results of each other.
Open Ended Questions
To further reinforce the quantitative data, open-ended questions were also
administered to the respondents. The questions were about their self-concept, emotional
intelligence and quality of social relations.
Table 5.40 shows the set of adjectives that could describe the traits possessed by the
artistically talented students. They were asked to choose which among the set of words could
describe them. The three art domains reported that they see themselves as imaginative, open-
minded, emotional and independent. Moreover, the visual arts and dance majors reported that
they have intrinsic motivation (works without rewards). Each domain also has its outstanding
trait – expressive and persevering for the music majors, resourceful for the visual arts majors
and exciting for the dance majors.
Table 5.40. Adjectives to Describe the Traits of the Artistically-Talented Adolescents

Which of the following traits describe your character? Encircle everything that applies.
[1] Imaginative [11] Committed
[2] Open-Minded [12] Independent
[3] Emotional [13] Intuitive
[4] Resourceful [14] Non-conformist
[5] Exciting [15] Tolerates ambiguity
[6] Expressive [16] Works without rewards
[7] Flexible [17] Enjoys novelty
[8] Logical [18] Other (Please specify): ______________
[9] Risk-Taker
[10] Persevering
The artistically-talented consider themselves as multi-talented. Aside from their
expertise in their craft, they also have the ability to excel in the other fields of arts such as
writing, sports, performing arts and as well as academics. The following comments from the
respondents are some of the examples to illustrate this point:
“I consider myself multi-talented. I have a talent in music, sports, writing, animating. I also feel
competent in subjects like Science and Math.” –Music major, First Year
“I dance, write, declaim and sing” –Music major, First Year
“Well, I could say I have other talents like creative writing or visual arts but I just happen to be
happier in my music” –Music major, Second Year
“I consider myself as a multi-talented, because I know how to dance, play musical instruments like
drums, guitar, organ and xylophone.” – Dance major, Third Year
“I consider myself as multi-talented. Not only dancing is what I do but I also appreciate the art of
music, theater (acting), painting, drawing and I am fond of writing. Everything that includes to think
academically and artistically is what I do.” –Dance major, Fourth Year
“I am focused on my major (visual arts) but I play the flute and guitar.” –Visual arts major, First year
“I can sing, play some instruments, write stories and do some photograph.” –Visual arts major,
Fourth year
When asked about at what point in time they knew about their talent, they mentioned
that they were able to carry out their talents during their early to middle childhood.
Significant others like their family, relatives, peers and teachers help them hone their craft.
They mentioned that their significant others support their interest by encouraging them to
join art contests and by having extra activities that would further develop their skill. The
following comments from the respondents are some of the examples to illustrate this point:
“My father is a musician. He was the one who taught me the basics in music. This school also
supports me in my art field.” –Music major, Fourth Year
“I discovered my talent by convincing my mother to buy me a piano as a toy. I was three years old
then. My parents have the greatest influence in discovering and honing my talent. My parents also
discovered my talent when I played the organ every Sunday service in our church.” –Music major,
First Year
“Before I entered this school, I wasn’t sure if I was really committed to dancing. My teachers in this
school helped me in my chosen art field by inspiring me.” –Dance major, Fourth year
“I don’t know how I discovered my talent. When I was in Kinder, dancing was only a hobby for me.
When I was in elementary, I realized that was my talent. I noticed that I am very active in school
activities especially in dance. My parents, friends and teachers have the greatest influence in my
talent. They helped me in molding it.” –Dance major, Third Year
“I discovered my talent because of my dad who is very influential in honing my talents since he
supports me on my decisions and allows me to join clubs and summer activities involving arts.” –
Visual Arts major, Second Year
“I stated drawing when I was three years old. Then I did my first painting when I was four years old.
Since then, my father gave me trainings on drawing. Then I started joining and winning contests.” –
Visual Arts major, Second Year
Even if they are already skilled with their field of talent, they still believe that they
are not still good and still have a lot to improve on. In order to improve their skills, they
mentioned that through hardwork, perseverance and recognizing their mistakes could help
them improve their talent. The following comments from the respondents are some of the
examples to illustrate this point:
“Of course there’s still a lot to improve on – these weaknesses are actually the ones keeping my
drive, making me unable to stop until I achieve what I want.” –Music major, Fourth Year
“Yes, I believe that I still have a lot to learn and improve on my craft. Everyday, I learn new things
that help me reach my goals and I try to push myself to be better by doing well on rehearsals and
paying close attention on my classes.” –Music major, Third Year
“Sometimes in dance, I do not believe I can improve it. I always strive to improve my skills and
techniques. Discipline and imagination helps me improve.” –Dance major, Second Year
“I believe that I am not really good in my craft but I can practice and try my best to still improve. I
face the mirror and try to do something to correct myself.” –Dance major, First Year
“I believe that I still have a lot to improve. I would like to improve on expressing my ideas of my
works and visualizing it more clearly so that the audience can understand it.” –Visual Arts major,
Fourth Year
“Yes, I believe I still have a lot to improve on. I’m trying to improve my painting. I’m very bad at
painting. I will try to improve myself by practicing and hardwork, I guess.” –Visual Arts major,
Second Year
Their talent also has affected their intrinsic motivation, self-esteem and interpersonal
skills. They mentioned that through their talent, they have heightened sense of achievement
and confidence. On the aspect of self-esteem, their talent has affected them in a positive and
negative ways. It is positive in a way because they get to earn respect from people around
them because of their exceptional abilities. On the other hand, their talent also affects their
self-esteem negatively – when they are mocked by their siblings and regular friends due to
their eccentricities. Lastly, on the aspect of interpersonal skills, they expressed that they have
become more sociable, expressive and open-minded. However, their talent also has pitfalls
like difficulties in dealing with regular peers and miscommunication. These are the following
comments of the respondents on the question concerning the abovementioned experiences:
“Through music, I was able to know myself more When I sing or play. I discover new things about my
self – and those thing I never knew I could do. Music allows me to think outside the box and expand
my knowledge more.” –Music major, Third Year
“My craft build most of my identity. Although there’s the typical idea of artists – that they isolate
themselves from other ordinary people” –Music major, Fourth Year
“Some people think I am crazy, even my own siblings. Some people think I’m so great but actually, I
am nobody. My friends say I am different.” –Music major, Third Year
“When I’m with my other friends, they tease me. Even with that they acknowledge my talent. I feel
like I’m somebody who knows a bit more than others. Just that.” –Visual Arts major, Third Year
“My talent gives me courage and knowledge. Courage because you can be proud that your can do
things to help them and knowledge because they can’t outsmart you and it also helps me to relate to
others.” –Dance major, Second Year
On the aspect of well-roundedness, the three art fields expressed different opinions.
Music majors expressed that they are not well-rounded because they prefer enhancing their
talent on music. They are willing explore other fields of art and be flexible to be involved on
other fields of art. The visual arts majors had varied responses. They engage in activities
other than their craft and give ample time for all their interests. They also mentioned that
they have a wide range of interests and do not get easily bored with what they are doing.
Their interests include singing, dancing, playing musical instruments and theater arts. They
have also mentioned that they are also interested in exploring other fields of visual arts, like
photography, lomography, crochets and embroidery. Other interests include academics and
sports. Other visual arts major are focused on visual arts alone. They stated that they are not
well-balanced but are interested to try other fields that they may find interesting. Like the
music majors, the dance majors also have the same opinion on well-roundedness. They cited
that they have knowledge in their other fields of interest but not as proficient as those who
are majors of a particular artistic field. They have a variety of interests but they chose to
focus on dancing as they feel competent on it. They believe that they can be a well-balanced
individual if they will challenge themselves to try on new things that would further enhance
their area of expertise.
Case Studies
To have a thorough understanding of the quality of social relations, self-concept and
emotional intelligence of the artistically-talented, three students – one music major, one
dance major and one visual arts major – were invited for an interview. Similarly, the
responses of the interviewees serve as a support for the quantitative data and aid in the
identification of differences in the three domains of psychosocial skills being observed in this
study.
Case #1: The Opera Singer
The 16-year-old opera singer is third born among a brood of four and currently in her
fourth year in the Philippine High School for the Arts (PHSA). Both of her parents are into
business, providing her all the means to develop her talent. She mentioned that her parents
see to it that they are in attendance on her performances to a point that they are becoming too
pushy on her. They are even looking for events and occasions in which she can perform. She
mentions that her talent has affected her relationship with her siblings because of too much
attention given to her by her parents. As a result, they are jealous of her. Her relationship
with her peers and classmates is a little faulty as well. Her classmates and peers in PHSA
have tendencies to compare her to other students of similar talent. Her regular peers on the
other hand, cannot relate with her talent. She feels uncomfortable to rehearse her piece in
their house in Quezon City because “I fear that they might think I am out of my mind”. She
finds the setting in Makiling favorable because she can focus more and does not have to
worry about distracting prying neighbors.
She reveals that she encounters difficulties dealing with her teachers. Aside from
being compared to other music majors whose talent is into singing, she also is in a dilemma
between her two teachers who give conflicting pointers and comments on technicalities. To
quote her, “If at certain instances, the Musical Coordinator would give pointers different
from the Master Voice Teacher had taught me, I will just keep silent. I find this a difficult
situation.”
She regards herself as “moody, shy, and generous in giving both in material things
and non-material things”. She said that there are times she finds difficulty understanding
herself. Others regard her as a sensitive person, which coincides on how she feels toward her
significant others during situations wherein her singing prowess is concerned.
She was 5 years old then when she learned about her talent and was pleased to know
that she can sing well. Her parents are very supportive in honing her talent and enrolled her
in voice lessons at age 6 to give her formal schooling. In the same way, her master teacher in
music is supportive and encourages her in many ways. Although she is one of the most
remarkable music majors, she thinks she has a lot to improve on. She feels pressured to excel
and do well in school and thinks it is not healthy for her to be pressured because she is unable
to give her best. Praise and encouragement are needed in order for her to perform well.
Being well-rounded for her is the ability to do just anything. When asked if she
considers herself as well-rounded, she answers “I don’t think I am a well rounded person yet,
I am very shy, I need more confidence. I can do a lot more but I need to overcome my
shyness. I find it hard. To strike friendship with others but I also like to be well-rounded
person. As of now, I do not know yet how to be one.”
Case #2: The Prima Ballerina
Currently in her 3rd year in the Philippine High School for the Arts (PHSA), this 14-
year-old prima ballerina is fourth born among the five children. She is living with both her
parents in Quezon City. She describes herself as “shy, but easily make friends, adopts well
and more comfortable with people of the same age level, and has mood swings”. Significant
others describe her as a good and well-behaved lady.
She started doing ballet when she was still having her primary education at St.
Theresa’s College. Her parents are very supportive of her talent, going out of their way to
look for programs and events where she can perform. They also look for ballet performances
for her to watch so she can get new styles and improve her craft. One reason for her
involvement in the art field is her parents because both of them are musically-inclined. Her
peers and teachers are likewise supportive in her craft. They watch their performances and
give her words of appreciation for a well done dance. As for her regular friends, she tries to
act as “normal” and conceal her talent for dancing ballet. Her talent is not so much of a big
deal for them. She entertains questions when they find interest in her ballet.
She finds it uneasy dealing with her sister as her sister has a certain jealousy towards
her because of a minor accident and was not able to continue ballet anymore. This prima
ballerina mentions that she does not want her talent to cause any conflict towards her
significant others. She expressed, “I felt very uncomfortable because of this [ballet]. I do not
find any conflict with peers and classmates because I am close to them. I don’t feel good
when teachers compare me with other ballet classmates.”
She finds the setting of Makiling helpful to have focus and concentration in
developing her ballet as compared to the world outside Makiling because it has more
distractions. The facilities are also better in Makiling compared to what is outside of her
school.
She was overwhelmed when she learned about her talent when she was in her primary
education. When asked if she feels any pressure to do well in her craft, she mentions that she
is pressured when it comes to technicalities and standards during performances and to meet
the expectations of her art teachers. She is also pressured when she is compared with other
ballet majors. Even still, the comparison also helps her to bring out her best and excel.
Aside from dancing, this prima ballerina can also sing pop music. For her, to be gifted
and talented means one is capable of learn and understand things quickly. To be well rounded
for her is the ability to shift personalities in her craft and be flexible. She believes that she is
able to do this but she still has a long way to go to improve her ballet.
Case #3: The Future Animator
An only child of both government employees, this 15-year old young lady describes
herself as independent, resourceful, friendly, helpful and choosy. Her significant others
describe her as generous, outgoing, risk-taker, selective with friends and takes time to warm
up with people. Her parents are supportive of what she likes to do. They find exhibits in
which she can attend to on weekends when her schedule permits. They also give her
everything she needs to enhance her talent in visual arts and these are non-negotiable to
them. When she was younger, her parents used to enroll her in art classes and encourage her
participation in art contests. However, there comes a point when her parents become
interfering with what she wants to do because all of their attention is directed towards her.
Her peers treat her as a normal teenager even if she has this gift. She enjoys the
company of her classmates because they can easily understand each other for they are all
artists in PHSA. Although sometimes, there is an unspoken competition among them because
of comparison of talents. When it comes to her regular peers, she tries to distance herself
from them probably because they do not understand her talent and what it entails. Her
teachers help her improve the quality of her outputs. She also has a good relationship with
her teachers and does not have any problems dealing with them.
She finds the setting in Makiling very conducive for doing her craft. It helps her to
have more focus in her craft and it provides her plenty of inspiration.
She was five years old when her talent was discovered. She was drawing on the walls
of their house and that started her liking for drawing. She usually draws animé and sketches
them by the way she remembers seeing them on television. To further enhance her talent, she
took formal lessons in art before she entered PHSA. When she was in her primary education,
she was the cartoonist of their school paper and was able to join interschool contests.
To be talented for her is the ability to express well on one’s craft. Her talent is
focused on pottery and two-dimensional art. Aside from these, she also does photography
and singing. She is also capable of doing animations which makes her want to be an animator
for Disney Pixar someday. However, in spite of the number of things she is able to do, she
mentioned, “I feel that there is a missing link and there is inadequacy in my talent.”
She is pressured to excel and thinks it is healthy because she is able to give her fullest
efforts as the pressure serves as a motivation for her to excel. Being well-rounded for her
means being able to go with the flow and is able to stand on decisions. When asked if she
considers herself as well-rounded, she claims, “I believe I am not yet well-rounded. I have
still to improve myself especially making sound judgments.”
Case Study Summary
The three case studies may be of different art fields but they have common
experiences when it comes to their talent. The talent they possess affect the quality of social
relations they have with their significant others namely their family, peers and authorities.
The parents of the artistically-talented students are very supportive of their talent, providing
them with all the means to enhance it. However, they encounter conflicts with their siblings
because of their talent. The parents of these artistically-talented students are giving them too
much attention as compared to their siblings who are regular students thus causing disputes
between them. As for their peers, they prefer the company of those who are as well
artistically-talented because they could easily relate with each other and have a wide variety
of discussion about art. They have difficulties relating with their regular peers because of the
stigma they experience which make them distance themselves from them sometimes. They
do not have any problems intermingling with their teachers. In fact, they serve as their
consultant and motivator. The three respondents expressed that they find the setting of the
Philippine High School for the Arts very conducive because they have all the facilities to
enhance their craft and the setting makes them more focused and better concentrated.
Their significant others discovered their talent during their early childhood, with them
showing so much interest and exceptional performance on their craft. To broaden their
knowledge on their craft, they are provided with art classes other that what is provided to
them in their school.
They feel pressured to do well and excel on their field but they take this positively as
this serve as their motivation to do good and set high standards for themselves. To be a well-
rounded person, they are aware that they still have a long way to go and experiences to
encounter to achieve this.
CHAPTER VI
SUMMARY, CONCLUSIONS & RECOMMENDATIONS
Summary
This study describes and explores the psychosocial skills of artistically-talented high
school students of Philippine High School for the Arts (PHSA). The study tackles the
different aspects of their psychosocial skills, namely, quality of social relations, self-concept
and emotional intelligence.
This study makes use of three theories to explain the association of the variables in
this study. The theory used for this study is Urie Bronfenbrenner’s Ecological Systems
Theory. This model postulates that the child is its center and is affected by the environment
in which he or she spends time. In this study, the agents of socialization of the child, namely
his family peers and significant authorities are the most influential individuals since they are
his/her constant company.
To be talented also means to be gifted but deals it with the outstanding abilities in
visual and performing arts. Above average abilities in art with the possession of originality
on creations and the ability to generate and innovate new ideas also constitute the definition
of talent.
At present, gifted and talented children face certain psychosocial issues o regarding
their unusual ability such as stress, social stigma and suppression of true identity. Several
studies have been done but sufficient explanation and intervention is still needed.
This study made use of qualitative and quantitative techniques and measured three
domains: quality of social relations, self-concept and emotional intelligence. Purposive
sampling was done in acquiring participants for the study. Seventy-two (n=72) respondents
were asked to participate in the study with 24 students per domain of artistic talent in PHSA
namely, visual arts, dance and music. Participants were given a survey questionnaire, which
are designed based on the research objectives of this study. It consists of socio-demographic
profile, open-ended questions and behavioral checklist with thirty (30) statements, which has
a Cronbach’s alpha of 0.650 signifying that it measures a single construct. Various statistical
tests like Pearson product moment correlation, Bivariate correlation, descriptive statistics like
mean, standard deviation, percentages and frequency counts were done to analyze the
quantitative part of this study. To support the quantitative data and to obtain first-hand
information on the experiences of the artistically-talented individuals, six (6) open-ended
questions were also included in the behavioral checklist to verify the responses of the
artistically-talented on the quantitative data. Moreover, a case study on the three art fields
was also done.
Upon analysis of data, this study found out that artistically-talented students have an
average self-concept (Mean = 2.73, SD = 0.711). They feel confident about themselves and
recognize their artistic talent. However, they may at times feel socially inadequate as they do
not want to be labeled as gifted or talented because of the high expectations that will be given
to them. Additionally, the label gifted or talented makes them feel unusual from others.
They also have an average quality of social relations towards their significant others
(Mean = 2.74, SD = 0.773). They declared that they are having difficulties relating with their
agemates especially those who are not artists like them as they do not understand the peculiar
way of thinking of the artists thus making them prefer the company of those who are like
them. When it comes to their siblings, the artistically-talented also experience conflicts with
their siblings because of special attention given to them by their parents. Their authorities
value their opinion but set high expectations on them because of their exceptional ability.
Lastly, their parents are very supportive in enhancing their talent by providing them all the
means to improve their craft as well as giving them moral support.
When it comes to their emotional intelligence, they scored high (Mean = 3.05, SD =
0.71). Their scored high on their interpersonal skills (Mean = 3.09, SD = 0.622) while they
scored average on their intrapersonal skills (Mean = 2.98, SD = 0.657) . On the aspect of
intrapersonal skills, they are able to manage their emotions well, handle problems with grace
and are intrinsically motivated when doing things. They are concerned on how regular people
and regular peers perceive them. They are also concerned in meeting of the expectations of
their significant others. Moreover, they also reported that they are emotional and they know
how to empathize with the feelings of people around them.
This study found out that there is a low negative correlation among the subscales
compared, namely Emotional Intelligence and Self-Concept (r=-0.377), Emotional
Intelligence and Quality of Social Relations (r=-0.005), and Quality of Social Relations and
Self-Concept (r=-0.08), signifying that all of the subscales are independent from one another
and do not affect the results of each other.
Conclusion
One of the objectives of the study is to investigate whether emotional intelligence
affect in the formation of psychosocial skills. This study found out that the artistically-
talented students from PHSA have an average psychosocial skills even they have a high
emotional intelligence because their intrapersonal skills are quite low due to the stigma
attached to their gift. The artistically-talented have high interpersonal skills as they can
empathize with people around them, especially the significant others.
The family members of the artistically-talented, especially their parents, are
supportive to developing and attending to the needs of their talent. However, there are
conflicts that arise with the siblings of artistically-talented because of special attention given
to their gifted sibling. The relationship of the artistically-talented towards their regular peers
is somewhat problematic as well, because they do not understand what is to be an artist that
is why they the artistically-talented spend less time with them and prefer the company of
artists like them because they could have a wide variety of discussion and same interests.
The formation of self-concept is also crucial for the development of the psychosocial
skills of the artistically-talented adolescents. It is important to know themselves very well
first as this is their tool to help them interconnect themselves with other people. This is
influenced by their quality of social relations as their significant others are the greatest
influence on their character formation.
Recommendations
Based on the data gathered, analyzed and interpreted in this study, the researcher
recommends the following:
1. Availability of Psychometric Data
One limitation of this study is that there is no psychometric instrument available
to measure the psychosocial skills of the gifted and talented adolescents. The
development of a scale on psychosocial skills can be used for future studies and
can be compared to data presented in this study. Future research could examine
scores on this scale with demonstrated psychometric properties. Future research
could focus on the development of such scales and measures other than
adolescents with the instruments used in this study as a basis.
2. Curriculum Revision
To further improve the psychosocial skills of the artistically-talented, it could be
helpful if they would be included in the mainstream during their General
Education subjects so that they would be more exposed to regular students and
thus reduction of social stigma given by regular people towards the gifted and
talented individuals while curriculum for art classes could be retained.
3. Comprehensive research on artistic talent and issues regarding the psychosocial
skills of artistic talent
Although a lot of studies have already been conducted on giftedness but few
literatures exist on artistic talents and not all domains of artistic talent are being
tapped. Moreover, additional research possibility would be to study the factors or
events that contribute to the formation of the psychosocial skills of the artistically-
talented. Knowing these, counselors, teachers and psychologists could develop
interventions that may help them further improve their psychosocial skills and
help correct misperceptions of their own abilities and personality and maintain a
high self-regard towards themselves.
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When Talent Becomes A Social Hindrance: A Study On The Psychosocial Skills of Artistically-Talented High School Students in Philippine High School For The Arts

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When Talent Becomes A Social Hindrance: A Study On The Psychosocial Skills of Artistically-Talented High School Students in Philippine High School For The Arts

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CHAPTER I

A. Background of the Study

Reis (2004) characterizes the gifted and talented individuals as demonstrating

achievement or potentials in general intellectual ability, specific academic aptitude, creative

As historically defined, gifted individuals are those who have exceptional

performance on a fair standard measure of ability.”

academics (Clark & Zimmerman, 1998).

individuals face particular difficulties in socioemotional development. Roedell (1986)

their chronological age (Gallagher, Tannenbaum in Withmore, 1986).

With these differences, artistically-talented adolescents may have difficulties in

be of guide to adults and parents alike in developing their children’s interpersonal

B. Rationale of the Study

to meet on the social setting.

significant difference in the psychosocial skills of artistically-talented high school students of

students, particularly those who are currently in their adolescence.

Specifically, this study aims to obtain answers to the following questions:

2. How does artistic talent affect the self-concept of the artistically-talented

interpersonal aspect) of the artistically-talented adolescents?

and significant authorities) of the artistically-talented adolescents?

5. Are there any significant differences in the following domains of psychosocial

skills among artistically-talented adolescents in visual, arts, dance and music in

a. Emotional intelligence (both intrapersonal and interpersonal aspect)

c. Social relations (with parents, peers and teachers)

population of artistically-talented adolescents in the Philippines. The study is limited to

different domains of artistic talent.

E. Significance of the Study

Artistically-talented individuals are considered highly-exceptional individuals who

value to professionals such as guidance counselors, psychologists, medical doctors and

be recommended to the gifted and talented children.

skills of intellectually-gifted adolescent and artistically-talented child.

talented adolescent’s measure of psychosocial skills. The socio-demographic profile of the

following domains to be investigated: interpersonal and intrapersonal skills.

Urie Bronfenbrenner’s Ecological Systems Theory. To have an understanding of

his/her character. (Bronfenbrenner, 2004).

The Ecological Systems Theory is still being debated by developmental psychologists

whether human development is influenced by biological predisposition (nature) or

development or passive recipients of environmental influence” (_____, 2010).

b. Socio-Demographic Characteristics – refers to the family background and

environmental characteristics of the artistically-talented adolescents that influence the

formation of their self-concept, including gender, monthly income of the family,

c. Artistic Talent – outstanding abilities in visual arts, music and dance.

others who influence the formation of their self-concept

talented based from the influence of his/her agents of socialization

f. Emotional Intelligence – having to do with interrelationship of the gifted and talented

environment influenced by their interpersonal and intrapersonal skills.

h. Intrapersonal Skills – refers to having an understanding of oneself, of knowing strengths

A. Changing Definition of Giftedness

According to Ehrlich (1985), the term giftedness is attached to intellectual prowess as

psychosocial and cognitive (Moon & Hall, 1998).

Biological approach of giftedness attempts to identify the genetic, neurological and

biochemical foundations of giftedness. This approach also examines structural and

due to heredity and half to the environment.

Meanwhile, cognitive approach uses psychological instruments such as intelligence

following cognitive characteristics: early language interest and development, large

understanding on principles and relationships (Moon & Hall, 1998).

Gifted individuals have been segregated as either academic achievers or artistically-

general information (Schor, 1995).

intellectual activity, creative or productive thinking, leadership abilities, visual and

1982)”. “Creativity” as defined by Moon and Hall (1998) is a combination of cognition,

personality and performance of an individual.

Compared to intellectual giftedness, there is not as much information regarding

ability, a multidimensional view of giftedness should integrate an array of talent development

& Zimmerman, 1998).