Humanities Studios: Pedagogy, Psychology, Philosophy

The impact of individual coaching on the subjective and objective success of gifted youth

Vsevolod Zelenin
Download article
Abstract

This paper examined the impact of coaching on the subjective and objective success of gifted youth in Ukraine. Individual coaching is becoming an effective tool for developing the individual potential of young people and contributes to self-realisation and the successful achievement of set goals. The study focused on evaluating how individual coaching contributes to both personal and performance outcomes among gifted youth across diverse professional domains. Individual coaching helps in achieving specific goals and outcomes, improves skills, boosts self-esteem, and develops personal qualities that foster self-determination and positive personality development, as well as professional self-realisation. The study defined the specific goals of coaching for gifted youth. Through the development of self-regulation and motivation, gifted young individuals are better able to control their emotions and increase their level of intrinsic motivation, which supports effective goal achievement. In addition, the ability to set both personal and professional goals and identify paths for their realisation contributes to the process of achieving success. The development of critical thinking and decision-making skills enhances the capacity to reflect on complex situations and find appropriate solutions. Increasing self-confidence and self-esteem is essential for overcoming challenges and realising personal and professional potential. The study also identified the role of leadership qualities and teamwork in the development of collaboration and leadership skills. Motivation for self-development and learning can foster a life orientation toward continuous self-improvement. The necessity of providing psychological support during training and development was highlighted, as it helps to overcome stress and anxiety related to giftedness. The results of the study indicated the importance of applying individual coaching to enhance the success of gifted youth in such fields as socionomic, economic, technical, and creative professions – an issue that is particularly relevant in the context of the current challenges of war

Keywords

psychological support; overcoming challenges; professional self-realisation; personal self-realisation; achievement motivation

Suggested citation
Zelenin, V. (2025). The impact of individual coaching on the subjective and objective success of gifted youth. Humanities Studios: Pedagogy, Psychology, Philosophy, 13(3), 64-75. https://doi.org/10.31548/hspedagog/3.2025.64
References
  1. Akimova, O., Sapogov, M., & Koval, M. (2023). Value determination of personal self-fulfillment of gifted youth students at a teaching university. Pedeutology, 1, 27-35. doi: 10.31652/3041-1203-2023(1)-27-35.
  2. Alexopoulou, A., Batsou, A., & Drigas, A. (2019). Resilience and academic underachievement in gifted students: Causes, consequences and strategic methods of prevention and intervention. International Journal of Online & Biomedical Engineering, 15(14), 78-86. doi: 10.3991/ijoe.v15i14.11251.
  3. Anglim, J., Horwood, S., Smillie, L.D., Marrero, R.J., & Wood, J.K. (2020). Predicting psychological and subjective well-being from personality: A meta-analysis. Psychological Bulletin, 146(4), 279-323. doi: 10.1037/bul0000226.
  4. Armour, M. (2018). Supervision’s “three amigos”: Exploring the evolving functions of supervision and its application in the field of coaching. Philosophy of Coaching: An International Journal, 3(1), 23-37. doi: 10.22316/poc/03.1.03.
  5. Baron, L., & Morin, L. (2010). The impact of executive coaching on self-efficacy related to management soft-skills. Leadership & Organization Development Journal, 31(1), 18-38. doi: 10.1108/01437731011010362.
  6. Becker, G.S. (1993). Human capital: A theoretical and empirical analysis, with special reference to education (3rd ed.). Chicago: University of Chicago Press.
  7. Boyatzis, R.E., Rochford, K., & Taylor, S.N. (2015). The role of the positive emotional attractor in vision and shared vision: Toward effective leadership, relationships, and engagement. Frontiers in Psychology, 6, article number 670. doi: 10.3389/fpsyg.2015.00670.
  8. Burkalo, N. (2019). Psychological features of emotional intelligence. Psychological Journal, 5(7), 34-49. doi: 10.31108/1.2019.5.7.3.
  9. Calderón-Mafud, J.L., Moreno, M.P., & Colunga-Rodríguez, C. (2018). Positive mental health model based on authentic leadership and elements of socialization. Psychology, 9(4), 588-607. doi: 10.4236/psych.2018.94037.
  10. Cannon-Bowers, J.A., Bowers, C.A., Carlson, C.E., Doherty, S.L., Evans, J., & Hall, J. (2023). Workplace coaching: A meta-analysis and recommendations for advancing the science of coaching. Frontiers in Psychology, 14, article number 1204166. doi: 10.3389/fpsyg.2023.1204166.
  11. Chaika, O. (2021). Cultivating polyculturalism in higher education: Reflective approach. International Journal of Philology, 25(4), 145-148. doi: 10.31548/philolog2021.04.026.
  12. Chayka, R., & Zelenin, V. (2024). Exploring the relationship between personality and subjective career success: A study of the big five traits among Ukrainian IT specialists. Conhecimento & Diversidade, Niterói, 16(41), 347-375. doi: 10.18316/rcd.v16i41.11504.
  13. Diener, E., Emmons, R.A., Larsen, R.J., & Griffin, S. (2010). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. doi: 10.1207/s15327752jpa4901_13.
  14. Diener, E., Oishi, S., & Tay, L. (2018). Advances in subjective well-being research. Nature Human Behaviour, 2(4), 253-260. doi: 10.1038/s41562-018-0307-6.
  15. Filonenko, L., Demchenko, I., Shakhina, I., Klochok, O., Borozentseva, T., & Bieloliptsev, V. (2022). Developing a values-based attitude towards people in adolescent rehabilitation centres: Neurophysiological patterns. Broad Research in Artificial Intelligence and Neuroscience, 13(2), 76-96. doi: 10.18662/brain/13.2/333.
  16. Gilfillan, A., & Ehrnstrom, C. (2023). The interconnection of mental health and academic coaching: A model for recognizing and addressing mental health in an academic coaching context. About Campus: Enriching the Student Learning Experience, 28(1), 28-37. doi: 10.1177/10864822231170551.
  17. Golovey, L.A., Danilova, M.V., & Gruzdeva, I.A. (2019). Psycho-emotional well-being of high school students in relation to their readiness for professional self-determination. Psychological Science and Education, 6, 63-73. doi: 10.17759/pse.2019240606.
  18. Grant, A.M., & Hartley, M. (2013). Developing the leader as coach: Insights, strategies and tips for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice, 6(2), 102-115. doi: 10.1080/17521882.2013.824015.
  19. Greif, S. (2007). Advances in research on coaching outcomes. International Coaching Psychology Review, 2(3), 220-247. doi: 10.53841/bpsicpr.2007.2.3.222.
  20. Hryshchenko, M., & Zelenin, V. (2025). Self-realization strategies and their impact on mental health in the context of professional development. Salud, Ciencia y Tecnología – Serie de Conferencias, 4, article number 688. doi: 10.56294/sctconf2025688.
  21. Jones, R.J., Woods, S.A., & Guillaume, Y.R.F. (2016). The effectiveness of workplace coaching: A meta-analysis of learning and performance outcomes from coaching. Journal of Occupational and Organizational Psychology, 89(2), 249-277. doi: 10.1111/joop.12119.
  22. Kim, E.S., Shiba, K., Boehm, J.K., & Kubzansky, L.D. (2020). Sense of purpose in life and five health behaviors in older adults, Preventive Medicine, 139, article number 106172. doi: 10.1016/j.ypmed.2020.106172.
  23. King, G., Kingsnorth, S., McPherson, A.C., & Tajik-Parvinchi, D. (2023). Autonomy, self-realization, and psychological empowerment: A prospective mixed methods study of the effects of residential immersive life skills programs for youth with physical disabilities. Disability and Rehabilitation, 46(14), 3097-3107. doi: 10.1080/09638288.2023.2243222.
  24. Kozlovskiy, Y., Iievliev, O., Mykytyuk, O., Tiurina, T., & Say, D. (2022). Features of formation of pedagogical competence of a university teacher in the leading countries of the world. Revista Tempos e Espaços em Educação, 15(34), article number e17033. doi: 10.20952/revtee.v15i34.17033.
  25. Kredentser, O. (2021). Professional self-efficacy of staff of educational organizations: Theoretical analysis and empirical research. Organizational psychology. Economic psychology, 2-3(23), 64-76. doi: 10.31108/2.2021.2.23.7.
  26. Lasson, L.D., Just, E., Stegeager, N., & Malling, B. (2016). Professional identity formation in the transition from medical school to working life: A qualitative study of group-coaching courses for junior doctors. BMC Medical Education, 16, article number 165. doi: 10.1186/s12909-016-0684-3.
  27. Lee, M.C.C., Idris, M.A., & Tuckey, M. (2018). Supervisory coaching and performance feedback as mediators of the relationships between leadership styles, work engagement, and turnover intention. Human Resource Development International, 22(3), 257-282. doi: 10.1080/13678868.2018.1530170.
  28. Lozovetska, V.T. (2024). The role of self-regulation in the formation of a successful career: Psychological strategies and internal mechanisms. Spirituality of the Individual: Methodology, Theory and Practice, 1(108), 85-98. doi: 10.33216/2220-6310/2024-108-1-85-98.
  29. Neihart, M. (2021). The social and emotional development of gifted children: What do we know? (2nded.). M. Neihart, S.M. Reis, N.M. Robinson & S.M. Moon (Eds.). New York: Routledge. doi: 10.4324/9781003238928.
  30. Passmore, J., Brown, H., Greif, S., & Rauen, C. (2018). Coaching in Germany. Henley-on-Thames: Henley Business School. doi: 10.13140/RG.2.2.19153.38240.
  31. Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (2024). Unpacking the underachievement of gifted students: A systematic review of internal and external factors. Heliyon, 10(17), article number e36908. doi: 10.1016/j.heliyon.2024.e36908.
  32. Roth, K., Mollvik, L., Alshoufani, R., Adami, R., Dineen, K., Majlesi, F., Peters, M.A., & Tesar, M. (2020). Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity. Educational Philosophy and Theory, 54(8), 1147-1161. doi: 10.1080/00131857.2020.1851189.
  33. Ryff, C.D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-1081.
  34. Schork, S., Schmitt, F-J., & Langemeyer, I. (2022). Identification of motivated and creative highly gifted people: Development of the CMAC-Test. Zenodo. doi: 10.5281/zenodo.7368887.
  35. Seliverst, M., & Turenko, R. (2024). Professional self-efficiency and subjective success of managers at different levels. Visnyk of V.N. Karazin Kharkiv National University. Series Psychology, 76, 78-82. doi: 10.26565/2225-7756-2024-76-11.
  36. Sharov, S.V. (2020). The structure and content of social competence of pedagogical university students. New Pedagogical Thought, 103(3), 97-100. doi: 10.37026/2520-6427-2020-103-3-97-100.
  37. Stober, D.R., & Grant, A.M. (Eds.). (2006). Evidence based coaching handbook: Putting best practices to work for your clients. Hoboken: Wiley.
  38. Trofaila, N.D. (2025). Coaching as a technology of professional and personal development. Prospects and Innovations, 3(49), 930-936. doi: 10.52058/2786-4952-2025-3(49)-930-936.
  39. van Nieuwerburgh, C., & Barr, M. (2016). Coaching in education. In T. Bachkirova, G. Spence & D. Drake (Eds.). The sage handbook of coaching. London: Sage.
  40. Wan, P., Wen, T., Zhang, Y., Gao, H., & Wang, J. (2021). Goal self-concordance model: What have we learned and where are we going. International Journal of Mental Health Promotion, 23(2), 201-219. doi: 10.32604/ijmhp.2021.015759.
  41. Yanovskaya, T. (2019). Psychological features of easy development to pedagogical activities in adults and older schools. Young Scientist, 6(70), 109-112. doi: 10.32839/2304-5809/2019-6-70-23.
  42. Zenger, J.H., & Folkman, J.R., & Edinger, S.K. (2009). The inspiring leader: Unlocking the secrets of how extraordinary leaders motivate. New York: McGraw Hill.
  43. Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. doi: 10.1006/ceps.1999.1016.