A Comparison on Psychological Well-Being in Gifted and Normal Students
DOI:
https://doi.org/10.24200/jsshr.vol5iss02pp51-57Abstract
The objective in this research is to compare psychological well-being in gifted and normal students. Methodology: The research method in this study is ex post facto and of casual-comparative type. The statistical population in this research includes all male and female junior high school students of NODET and normal schools of Ardabil County during 2011-2012 school year. The research sample included 40 gifted students who were chosen through systematic random sampling, since the list of all gifted students was available to the researcher and also, 40 normal students who were chosen through matching method. Results: In order to collect data in this research three questionnaires of 1. Positive-Negative Affect Scale, 2. Short Depression-Happiness Scale and 3. Satisfaction with Life Scale were used. To analyze the data, MANOVA method is used. Research results suggested that there is a significant difference between gifted and normal student based on psychological well-being. Conclusion: Also, results indicated that there is a significant difference between female and male students based on component of positive affect and interest.References
Bain, S. K., & Bell, S. M. 2004. Social self-concept, social attributions, and peer relationships in fourth, fifth, and sixth graders who are gifted compared to high achievers. Gifted Child Quarterly, 48(3), 167-178.
Boazman, J., & Sayler, M. 2011. Personal well-being of gifted students following participation in an early college-entrance program. Roeper Review, 33(2), 76-85.
Coleman, M. R. 1992. A comparison of how gifted/LD and average/LD boys cope with school frustration. Journal for the Education of the Gifted, 15(3), 239-265.
Jin, S. U., & Moon, S. M. 2006. A study of well-being and school satisfaction among academically talented students attending a science high school in Korea. Gifted Child Quarterly, 50(2), 169-184.
Neihart, M. 1999. The impact of giftedness on psychological well‐being: What does the empirical literature say?. Roeper Review, 22(1), 10-17.
Neihart, M. 1999. The impact of giftedness on psychological well-being. Roeper Review, 22(1), 123-127.
Richards, J., Encel, J., & Shute, R. 2003. The emotional and behavioural adjustment of intellectually gifted adolescents: A multi-dimensional, multi-informant approach. High Ability Studies, 14(2), 153-164.
Shaunessy, E., Suldo, S. M., Hardesty, R. B., & Shaffer, E. J. 2006. School Functioning and Psychological Well-Being of International Baccalaureate and General Education Students A Preliminary Examination. Journal of Secondary Gifted Education, 17(2), 76-89.
Stornelli, D., Flett, G. L., & Hewitt, P. L. 2009. Perfectionism, achievement, and affect in children: A comparison of students from gifted, arts, and regular programs. Canadian Journal of School Psychology, 24(4), 267-283.
Tirri, K., & Nokelainen, P. 2007. Comparison of academically average and gifted students' self-rated ethical sensitivity. Educational Research and Evaluation, 13(6), 587-601.
Tomlinson-Keasey, C., & Smith-Winberry, C. 1983. Educational strategies and personality outcomes of gifted and nongifted college students. Gifted Child Quarterly, 27(1), 35-41.
Vialle, W., Heaven, P. C., & Ciarrochi, J. 2007. On being gifted, but sad and misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study. Educational Research and Evaluation, 13(6), 569-586.
