Abstract/Details

Assessing psychological changes of gifted students in a residential high school


2010 2010

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Abstract (summary)

Adolescents' (N = 272) psychological changes were examined at a residential academy for gifted junior and senior high school students in the Midwest. The School-Based Conception of Giftedness (Coleman & Cross, 2005) was drawn on to understand how school environment influences student development. Quantitative and qualitative research methods were used to inform the study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students' level of psychological distress over the course of an academic year. Using Latent Growth Curve Model (LGM) analysis, the initial level of distress did not impact how students' stress levels changed over time. The results indicated a strong negative correlation (r =-.884) between the slope and quadratic change; meaning, the more a students' level of stress increased the more rapidly they were able to reduce it over time. Overall, the change in stress formed an inverted-U shape, as students adapted to the challenges of the school. Phenomenological interviews were conducted with 9 senior students with a wide range of YOQ-SR scores at the beginning of their junior year. Four categories emerged from the interviews about student experiences at the academy: Psychological Changes, Academic Adjustment, Social Adjustment and Social Comparison. In essence, when participating in the academy, students experienced advanced personal development, improved management skills and developed a sense of readiness for college.

Indexing (details)


Subject
Gifted children;
Educational psychology;
Secondary schools;
Psychology of learning;
Boarding schools
Classification
0445: Gifted Education
0525: Educational psychology
Identifier / keyword
Education; Gifted students; Psychological changes; Residential high school
Title
Assessing psychological changes of gifted students in a residential high school
Author
Rollins, Marlon R.
Number of pages
195
Publication year
2010
Degree date
2010
School code
0013
Source
DAI-A 71/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124268323
Advisor
Cross, Tracy L.
University/institution
Ball State University
Department
Department of Educational Psychology
University location
United States -- Indiana
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3426292
ProQuest document ID
762395532
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/762395532
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