Psychological characteristics of academically gifted students in a residential setting: A cluster analysis

2001 ◽  
Vol 38 (5) ◽  
pp. 433-445 ◽  
Author(s):  
Felicia A. Dixon ◽  
Tracy L. Cross ◽  
Cheryll M. Adams
Keyword(s):  
Cluster Analysis ◽  
Gifted Students ◽  
Psychological Characteristics ◽  
Residential Setting ◽  
Academically Gifted

scholarly journals Psychological profiles derived by cluster analysis of Minnesota Multiphasic Personality Inventory and long term clinical outcome after coronary artery by pass grafting

2015 ◽  
Vol 78 (1) ◽  
Author(s):  
Maddalena Modica ◽  
Roberta Carabalona ◽  
Rosa Spezzaferri ◽  
Monica Tavanelli ◽  
A. Torri ◽  
...  
Keyword(s):  
Cluster Analysis ◽  
Coronary Artery ◽  
Clinical Characteristics ◽  
Minnesota Multiphasic Personality Inventory ◽  
Personality Inventory ◽  
Psychological Characteristics ◽  
Term Outcome ◽  
Long Term Outcome ◽  
The Impact

Background: To evaluate the psychological characteristics of coronary heart disease (CHD) patients after coronary artery bypass grafting (CABG) by cluster analysis of Minnesota Multiphasic Personality Inventory (MMPI-2) questionnaires and to assess the impact of the profiles obtained on long-term outcome. Methods: 229 CHD patients admitted to cardiac rehabilitation filled in self-administered MMPI-2 questionnaires early after CABG. We assessed the relation between MMPI- 2 profiles derived by cluster analysis, clinical characteristics and outcome at 3-year follow-up. Results: Among the 215 patients (76% men, median age 66 years) with valid criteria in control scales, we identified 3 clusters (G) with homogenous psychological characteristics: G1 patients (N=75) presented somatoform complaints but overall minimal psychological distress. G2 patients (N=72) presented type D personality traits. G3 subjects (N=68) showed a trend to cynicism, mild increases in anger, social introversion and hostility. Clusters overlapped for clinical characteristics such as smoking (G1 21%, G2 24%, G3 24%, p ns), previous myocardial infarction (G1 43%, G2 47%, G3 49% p ns), LV ejection fraction (G1 60 [51 – 60]; G2 58 [49- 60]; G3 60 [55-60], p ns), 3-vessel-disease prevalence (G1 69%, G2 65%, G3 71%, p ns). Three-year event rates were comparable (G1 15%; G2 18%; G3 15%) and Kaplan- Meier curves overlapped among clusters (p ns). Conclusions: After CABG, the interpretation of MMPI- 2 by cluster analysis is useful for the psychological and personological diagnosis to direct psychological assistance. Conversely, results from cluster analysis of MMPI-2 do not seem helpful to the clinician to predict long term outcome.

Sports Participation among Academically Gifted Adolescents: Relationship to the Multidimensional Self-Concept

2007 ◽  
Vol 31 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Anne N. Rinn ◽  
Steven R. Wininger
Keyword(s):  
Grade Level ◽  
Gifted Students ◽  
Sports Participation ◽  
Self Concept ◽  
Organized Sports ◽  
Physical Abilities ◽  
Gender Interactions ◽  
Gifted Adolescents ◽  
Academic Year ◽  
Academically Gifted

This study compares academically gifted students who engage in sports to academically gifted students who do not engage in sports on measures of the multidimensional self-concept. Participants include 264 gifted adolescents who had completed the 6th through 10th grade during the previous academic year. Sports participation was measured by asking participants whether or not they participated in organized sports. Multiple facets of self-concept were measured using the Self Description Questionnaire II (Marsh, 1990). Results indicate gifted adolescents who engage in sports have higher physical abilities self-concepts than those who do not engage in sports. No grade level or gender interactions were found. Conclusions and implications are discussed.

ACADEMICALLY GIFTED STUDENTS AND THE COMMUNITY COLLEGE EXPERIENCE

1987 ◽  
Vol 11 (2) ◽  
pp. 119-133 ◽  
Author(s):  
William E. Piland ◽  
Warren Montgomery ◽  
Patricia McKeague
Keyword(s):  
Community College ◽  
College Experience ◽  
Gifted Students ◽  
Academically Gifted

scholarly journals Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies

2017 ◽  
Vol 10 (7) ◽  
pp. 155 ◽  
Author(s):  
Majed M. AL-Khayat ◽  
Mosa A. AL-Hrout ◽  
Mizyed A. Hyassat
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Teaching Strategies ◽  
Creative Thinking ◽  
Teaching Strategy ◽  
Gifted Students ◽  
Four Dimensions ◽  
Academic Fields ◽  
Thinking Strategies ◽  
Academically Gifted

Much attention is being paid to the students who give evidence of high achievement capability in specific academic fields. This interest includes choosing sufficient teaching strategies that suit their characteristics. However, this study aims at identifying what teaching strategies are preferred by academically gifted students in Princess Rahma University College/Al-balqa Applied University. A validated scale, covered four dimensions, was developed to measure preferred teaching strategies. The four dimensions were Presentations, Accommodations for Individual Differences, Critical Thinking Strategies, and Creative Thinking Strategies. The study sample consisted of 66 students who were academically gifted. Results revealed that the highest teaching strategies preferred by the students that were related to Creative Thinking dimension followed by Critical Thinking Strategies, the lowest preferred teaching strategy was Presentations. The study urges instructors, who have academically gifted students in their classes, to carefully employ appropriate teaching strategies that meet their needs and increase their potentials.

Phenomenology and Its Implications for Gifted Studies Research: Investigating the Lebenswelt of Academically Gifted Students Attending an Elementary Magnet School

2003 ◽  
Vol 26 (3) ◽  
pp. 201-220 ◽  
Author(s):  
Tracy L. Cross ◽  
Roger A. Stewart ◽  
Laurence J. Coleman
Keyword(s):  
Elementary School ◽  
Thematic Analysis ◽  
Personal Development ◽  
Gifted Students ◽  
School Experience ◽  
Magnet School ◽  
Life World ◽  
Analysis Process ◽  
The Social ◽  
Academically Gifted

A phenomenological investigation of the lebenswelt (life world) of academically gifted students attending an elementary magnet school was conducted. The magnet school is housed in an elementary school that maintains 2 classes per grades 1–6, 1 gifted and 1 heterogeneous. Fifteen gifted students (2 per grades 1–3 and 3 per grades 4–6) participated in phenomenological interviews. The interviews, averaging 50 minutes in length, were recorded and transcribed. Data were analyzed via a 6-step thematic analysis process. The social milieu of the school was described by the students as the backdrop for the meaning of the experience of attending the magnet school for gifted students. Four themes emerged across the magnet school experience: Others, Role, Personal Development, and Time. Nuances and characteristics of the themes are reported.

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

2017 ◽  
Vol 55 (2) ◽  
pp. 107-119 ◽  
Author(s):  
Xinjie Chen ◽  
Hoi Yan Cheung ◽  
Xitao Fan ◽  
Joseph Wu
Keyword(s):  
Gifted Students ◽  
Educational Environment ◽  
Academically Gifted
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