An Exploratory Study of Self Concepts and Depression among the Gifted

1992 ◽  
Vol 8 (3) ◽  
pp. 136-138 ◽  
Author(s):  
John F. Feldhusen ◽  
Amy L. Nimlos-Hippen
Keyword(s):  
Gifted And Talented ◽  
Adolescent Depression ◽  
Gifted Students ◽  
Depression Scale ◽  
Sixth Grade ◽  
Self Concept ◽  
Full Time ◽  
Gifted Programs ◽  
Gifted And Talented Program ◽  
Main Effects

The purpose of this study was to determine the effects of gifted programs on self-concepts and depressive symptoms in gifted and talented program participants. The eighty-two fifth and sixth grade participants included students in special full-time classes for the gifted, students in pullout classes for the gifted, and students in regular classes. Instruments included two self-concept measures—the ME Scale and the Piers-Harris Children's Self-Concept Scale—and one depression measure, the Reynolds' Adolescent Depression Scale (RADS). Sixth grade gifted groups (pullout and selfcontained) scored higher on measures of self-concept than nongifted groups. No other main effects were found for either self-concept measure or for the depression scale (RADS).

RELATIONSHIP OF FAMILY ENVIRONMENT TO ADOLESCENTS' DEPRESSION AND SELF – CONCEPT

2000 ◽  
Vol 28 (1) ◽  
pp. 41-50 ◽  
Author(s):  
Sing Lau ◽  
Lai-Kuen Kwok
Keyword(s):  
Family Environment ◽  
Personal Growth ◽  
Adolescent Depression ◽  
Family Relationship ◽  
Depression Scale ◽  
Self Concept ◽  
Positive Development ◽  
System Maintenance ◽  
Relationship Of ◽  
The Relationship

The study aimed at examining the relationships among family environment, depression and self-concept of adolescents in Hong Kong. A multi-domain perspective was adopted. The study involved a total of 2706 adolescents. Subjects were group administered a questionnaire containing the multi-domain Family Environment Scale (Moos & Moos, 1981), the multi dimensional depression scale – Reynolds Adolescent Depression Scale (Reynolds, 1987) and the Multi-domain Multi-Perspective Self-Concept Inventory (Cheung & Lau, 1996). Results showed that all the three domains of family environment (relationship, personal growth, and system maintenance) correlated significantly with the three depression aspects (emotionality, lack of positive experience, and physiological irritation). The relationship domain of FES appeared to correlate more strongly than the other two domains with the depression aspects. The FES domains also correlated strongly and positively with the four domains of self-concept: academic, appearance, social, and general. Both the relationship domain and system maintenance domain correlated more strongly than the personal growth domain with the self-concept domains. Regression analyses showed that family relationship was most predictive of various aspects of depression and self-concept. Sex difference was found in the prediction of both boys' and girls' depression and self-concept. With boys, system maintenance was predictive only of self-concept. With girls, personal growth was predictive of depression, and personal growth and system maintenance were predictive of self-concept. Analysis of variance showed that students high on family relationship, personal growth, and system maintenance were low in different depression aspects, but high in various self-concept domains. It was concluded that a cohesive, orderly, and achieving family environment is conducive to more positive development in adolescents, in terms of lower depression and higher self-concept.

scholarly journals Learning from the voices and life trajectories of our most able students: A listening guide analysis

2019 ◽  
Vol 36 (1) ◽  
pp. 26-49
Author(s):  
Harry Killas ◽  
C Owen Lo ◽  
Marion Porath ◽  
Yuen Sze Michelle Tan ◽  
Chia-Yen Hsieh ◽  
...  
Keyword(s):  
Gifted Education ◽  
Original Film ◽  
Qualitative Method ◽  
Early Adulthood ◽  
Gifted Students ◽  
Full Time ◽  
Listening Guide ◽  
Gifted Programs ◽  
Life Trajectories ◽  
The Listening Guide

The “Superkids,” a group of highly gifted students, were first portrayed in a 2004 documentary. In response to the question of what happened to these students after the original film, a second documentary has been produced. The sequel focused on these individual’s lives, their retrospective insights about gifted education, their educational and career choices, and their reflections on their early adulthood. Transcripts of filmed interviews were analyzed using The Listening Guide, a qualitative method for understanding and interpreting voices. The researchers further highlighted first-person voices that may not have been apparent in interviews. This information was used to identify contrapuntal voices among the participants that reflected their views on the meaning of giftedness and their experience of studying in full-time congregated gifted programs. These voices provided a foundation for understanding the variety of pathways to accomplishment, the meaning of the gifted label, and the purpose of education at large.

Me: A Self-Concept Scale, Revised Norms

1992 ◽  
Vol 74 (1) ◽  
pp. 299-303
Author(s):  
John F. Feldhusen ◽  
Colleen Willard-Holt
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Self Concept ◽  
Highly Able

The Me Scale is a measure of self-concept for use with gifted and talented youth. It focuses on perceptions of self as a highly able or talented person. Expanded and updated norms, based upon a sample of 931 gifted students in Grades 3 to 10, were developed for the Me Scale and are presented in this report.

Gifted, Streamed and Mixed-Ability Programs for Gifted Students: Impact on Self-Concept, Motivation, and Achievement

2000 ◽  
Vol 44 (1) ◽  
pp. 51-75 ◽  
Author(s):  
Rhonda G. Craven ◽  
Herbert W. Marsh ◽  
Murray Print
Keyword(s):  
Gifted And Talented ◽  
Test Scores ◽  
Gifted Students ◽  
Achievement Tests ◽  
Achievement Test ◽  
Self Concept ◽  
Motivational Orientations ◽  
School Year ◽  
Concept Theory ◽  
Better Than

Gifted and talented (GAT) students in a new regional selective GAT program were compared with GAT students in mixed ability and streamed classes. Outcomes were academic and non-academic self-concepts, motivation orientations, and achievement tests administered at the start and end of the school year. Selective GAT students' gains were not significantly better than comparison GAT student's gains on any outcome. Selective GAT students' scores were significantly more negative for all facets of academic self-concepts, for all but one of the facets of non-academic self-concept, and for four of six motivational orientations, but did not differ from the comparison GAT students on achievement test scores. Comparisons of students in mixed ability and streamed settings were nonsignificant for 16 of 18 outcomes. The results did not support the intended outcomes of the selective GAT program in relation to academic self-concept and motivational orientations but were consistent with previous self-concept theory and research.

University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation

2020 ◽  
Vol 36 (2) ◽  
pp. 90-107
Author(s):  
Lai Kwan Chan ◽  
David W Chan ◽  
Xiaoyan Sun
Keyword(s):  
Hong Kong ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Course Design ◽  
Evaluation Research ◽  
Gifted Students ◽  
Gifted Programs ◽  
Enrichment Programs ◽  
Exchange Programs ◽  
Talented Students

The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students’ performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed.

Effects of Summer Programs on the Self-Concepts of Gifted Children

1989 ◽  
Vol 12 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Penny Britton Kolloff ◽  
Alan D. Moore
Keyword(s):  
Sex Differences ◽  
Gifted Students ◽  
Sixth Grade ◽  
Summer Programs ◽  
The Self ◽  
Self Concept ◽  
Gifted Children ◽  
Residential Programs ◽  
Program Outcomes ◽  
Grade Levels

The self-concepts of gifted students are often measured as a part of the assessment of program outcomes. This study examined the self-concepts of 508 gifted students in grades five through ten who participated in three summer residential programs. Two self-concept measures, the ME Scale and the Piers-Harris Children's Self Concept Scale, were administered at the beginning and at the end of each of the programs. Self-concept scores across all grade levels and programs were significantly higher at the end of the programs. Sex differences were found in one program with the scores of sixth grade boys declining somewhat. In general, summer residential programs appear to enhance the self-concepts of gifted participants.

Appropriate Programming for the Gifted: An Analysis of Gifted Elementary Students' Perceptions

1989 ◽  
Vol 12 (4) ◽  
pp. 277-292 ◽  
Author(s):  
Dorothy C. Armstrong
Keyword(s):  
Elementary Students ◽  
Knowledge Production ◽  
Task Force ◽  
Gifted Students ◽  
Sixth Grade ◽  
Gifted Programs ◽  
Pearson Product Moment Correlation ◽  
Gifted Program ◽  
Sixth Grade Students ◽  
Recommended Practices

The results of a study to determine whether sixth-grade students in three different gifted programs could depict models of their ideal gifted program in ways that were not limited by their experiences in these programs are described. The 57 subjects performed two Q-sorts using a set of 40 statements taken from the list of recommended practices generated by the Knowledge Production and Utilization Task Force of CEC-TAG. Eight factors emerged using the Pearson product moment correlation, four from each condition of instruction. All were different, with no significant correlations among them. In describing their ideal programs in ways that closely matched the program models which have been available since 1957, these gifted students appear to endorse those practices. The emergence of multiple ideal models, though, speaks to the importance of offering more than one type of gifted program, since none is ideal for all students.

scholarly journals COPING STRATEGIES OF UNIVERSITY STUDENTS IN GEORGIAN CONTEXT

2013 ◽  
Vol 56 (1) ◽  
pp. 144-149
Author(s):  
Tamara Turashvili ◽  
Marine Japaridze
Keyword(s):  
Social Support ◽  
University Students ◽  
Coping Strategies ◽  
Adolescent Depression ◽  
Depression Scale ◽  
Well Being ◽  
Stress Buffering ◽  
Critical Life Events ◽  
Task Oriented ◽  
Main Effects

Studies in university students' coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students' stressors. Research into university students' coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support. Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler & Parker (Endler & Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes & Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being. Key words: coping strategies, critical life event, social support, student, university, well-being.

Internalisierende Symptome bei depressiven Jugendlichen

2013 ◽  
Vol 41 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Manuela Gander ◽  
Anna Buchheim
Keyword(s):  
Adolescent Depression ◽  
Depression Scale ◽  
Self Report ◽  
Probability Scale ◽  
Youth Self Report ◽  
Aggressives Verhalten ◽  
Soziale Probleme ◽  
Suicide Probability Scale ◽  
Körperliche Beschwerden ◽  
Angst Und Depressivität

Fragestellung: Um die Effektivität von Lehrerausbildungsprogrammen zu verbessern, ist es wichtig die unterschiedlichen Manifestationsformen der Depression bei jugendlichen Schüler und Schülerinnen gründlicher zu analysieren. Diese Studie untersucht die Ausprägung und Häufigkeit internalisierender Auffälligkeiten bei Jugendlichen mit depressiver Symptomatik und deren Zusammenhang zu einem erhöhten Suizidrisiko. Methodik: Mit dem Reynolds Adolescent Depression Scale-2, dem Youth Self-Report und dem Suicide Probability Scale wurden 403 Jugendliche an österreichischen allgemeinbildenden höheren Schulen (212 Mädchen und 191 Buben) im Alter zwischen 16 und 18 Jahren untersucht. Ergebnisse: 35 %, also über ein Drittel der Jugendlichen mit depressiven Symptomen, liegen zwar im internalisierend auffälligen Bereich, jedoch zeigen sie keine Auffälligkeiten im externalisierenden Bereich. Anhand der Regressionsanalyse zeigte sich, dass im internalisierenden Bereich insbesondere körperliche Beschwerden, Angst und Depressivität ausgeprägt sind. Neben diesen deuten aber auch Aufmerksamkeitsprobleme und schizoid zwanghaftes Verhalten auf eine depressive Symptomatik hin. Hinsichtlich des Suizidrisikos sind Depressivität, Angst, schizoid zwanghaftes Verhalten, soziale Probleme und aggressives Verhalten prädiktiv. Schlussfolgerungen: Diese Studienergebnisse werden im Zusammenhang mit bereits bestehenden Studien zur Erkennung von Verhaltensauffälligkeiten im schulischen Kontext diskutiert. Durch die Integration der Ergebnisse in Aus- und Fortbildung von Lehrpersonen soll eine Sensibilisierung auf den Bereich depressiver Jugendlicher mit internalisierenden Symptomen ermöglicht und die Identifikation erleichtert werden.

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