Psychological and pedagogical barriers faced by gifted schoolchildren in the olympiad movement

Introduction. One of the primary approaches to working with gifted children in the modern Russian education system is the olympiad (an academic or intellectual competition) and competition movement, which facilitates the identification and development of gifted children. This movement involves rigorous preparation and provides targeted support. Gifted children face challenges that must be addressed and prevented at every stage of their development.

Aim. This research aims to identify the challenges faced by gifted schoolchildren – participants in olympiads and competitions – in both their emotional well-being and their effective preparation for participation.

Methodology and research methods. The research is based on a reflexive-compensatory approach. The methods employed include the Methodology for Evaluating Psychic Activation, Interest, Emotional Tone, Tension, and Comfort (L. A. Kurgansky, T. A. Nemchin); the methodology “Prognosis” (Y. O. Baranov), designed to determine the level of neuropsychological stability and the risk of maladaptation under stress; and an online survey conducted via the Yandex Forms internet service. The sample comprises pupils from schools in Kostroma and the Kostroma region, students from the Saint Petersburg Centre for Identifying and Supporting Gifted Children, “Academy of Talents”, and gifted students participating in olympiads across the Russian Federation.

Results. The data obtained demonstrate a strong interest in participating in olympiads and competitions among school students. The survey revealed a significant level of emotional tension, anxiety, and self-criticism among most participants. In addition to a tense emotional environment, difficulties are noted in the process of preparing content for olympiads: insufficient attention from specialists due to professional workload, lack of time for schoolchildren, and situational training that lacks consistency and depth.

Scientific novelty. The scientific novelty lies in detecting positive and negative emotions, and difficulties, during the formation of cognitive, motivational, and behavioural components of gifted schoolchildren’s readiness to participate in olympiads and competitions.

Practical significance. The identified challenges served as the foundation for developing and implementing the author’s system to train schoolchildren for participation in intellectual competitions.

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