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ERIC Number: EJ781049
Record Type: Journal
Publication Date: 2007-Dec
Pages: 18
Abstractor: Author
Reference Count: 97
ISSN: ISSN-1380-3611
On Being Gifted, but Sad and Misunderstood: Social, Emotional, and Academic Outcomes of Gifted Students in the Wollongong Youth Study
Vialle, Wilma; Heaven, Patrick C. L.; Ciarrochi, Joseph
Educational Research and Evaluation, v13 n6 p569-586 Dec 2007
This research examined the relationships among personality factors, social support, emotional well-being, and academic achievement in 65 gifted secondary students, a sample drawn from a longitudinal study of over 950 students. The research demonstrated that, compared to their nongifted peers, gifted students had significantly higher academic outcomes for all subject areas except Geography and Physical Education. Teachers rated the gifted students as being well-adjusted and less likely to have behavioral or emotional problems than nongifted students. The gifted students, however, reported feeling more sad and less satisfied with their social support than their nongifted counterparts. There were no significant differences in terms of self-esteem, trait hope, problem orientation, or attitudes towards education. Within the gifted sample, the research found that the students who were most likely to get poor grades were those who scored high in psychoticism and low in conscientiousness, trait hope, joviality, and in attitudes towards schools. Interestingly, self-esteem was entirely unrelated to gifted performance. (Contains 4 tables.) [The Wollongong Catholic Diocese also contributed financial support to this study.]
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Australian Research Council.
Identifiers - Location: Australia