A study of psychological health among students of gifted and nongifted high schools

Fouladchang, Mahboobeh; Kohgard, Akram; Salah, Vahideh

doi:10.1016/j.sbspro.2010.07.264

Cited by 21 publications

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“…[6][7][8] Finally, other authors have found that children with HIP were significantly less anxious than children of average intelligence, suggesting that children with HIP are better at coping with stressful situations and are somehow protected by their high cognitive abilities. [9][10][11][12][13] It is noteworthy that the Martin et al meta-analysis highlighted lower levels of anxiety in individuals with HIP compared with individuals without HIP. 14 It appears difficult to reach firm conclusions on the relationship between anxiety and HIP based on these contradictory results, which can be explained in part by methodological biases, such as different/absent definitions of HIP for the recruitment of participants to the studies, 4,8,12 small sample sizes, 4,7,8,15,16 non-validated/adapted/specific tools for assessing anxiety and a single observational source for the evaluation of anxiety.…”

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confidence: 99%

“…[9][10][11][12][13] It is noteworthy that the Martin et al meta-analysis highlighted lower levels of anxiety in individuals with HIP compared with individuals without HIP. 14 It appears difficult to reach firm conclusions on the relationship between anxiety and HIP based on these contradictory results, which can be explained in part by methodological biases, such as different/absent definitions of HIP for the recruitment of participants to the studies, 4,8,12 small sample sizes, 4,7,8,15,16 non-validated/adapted/specific tools for assessing anxiety and a single observational source for the evaluation of anxiety. Indeed, anxiety was assessed using mostly child's self-report evaluation, [6][7][8]10,11,12,15 but also parental observation only 5,16 or psychiatric evaluation.…”

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confidence: 99%

“…14 It appears difficult to reach firm conclusions on the relationship between anxiety and HIP based on these contradictory results, which can be explained in part by methodological biases, such as different/absent definitions of HIP for the recruitment of participants to the studies, 4,8,12 small sample sizes, 4,7,8,15,16 non-validated/adapted/specific tools for assessing anxiety and a single observational source for the evaluation of anxiety. Indeed, anxiety was assessed using mostly child's self-report evaluation, [6][7][8]10,11,12,15 but also parental observation only 5,16 or psychiatric evaluation. 13 There are also studies 6 that did not compare individuals with HIP with individuals without HIP, raising questions therefore about the specificity of the results regarding high levels of intellectual functioning.…”

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confidence: 99%

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Anxiety disorders in children with high intellectual potential

et al. 2020

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Background Several studies have reported anxiety disorders in children with high intellectual potential (HIP). However, there are discrepant results possibly as a result of methodological biases (different/absent definitions of HIP, small sample sizes, non-validated/adapted/specific tools for assessing anxiety and a single observational source). Aims To examine more thoroughly the relationships between HIP and anxiety in large samples of children using clear definitions of HIP, different observational sources and specific assessments of anxiety. Method Children with HIP (n = 211, total IQ ≥130) were compared with children without HIP (n = 397, total IQ <130) for anxiety using different observational sources (child psychiatric diagnosis, parental evaluation and child's self-evaluation). Intellectual functioning was assessed using the Wechsler Intelligence Scale. Results There were significantly more children with HIP who had anxiety disorders than children without HIP based on the child psychiatric diagnosis. Moreover, based on the child's self-evaluation, children with a high Verbal Comprehension Index (VCI ≥130) were significantly more anxious than children with a VCI <130, whereas children with a high Perceptual Reasoning Index (PRI ≥130) were significantly less anxious than children with a PRI <130. Finally, there was no significant relationship between levels of intellectual functioning and anxiety according to parental observation. Conclusions The results highlight the importance of using multiple observational sources and conducting analyses on different dimensions of intellectual functioning (such as VCI and PRI), rather than only on the composite total IQ score. High verbal potential might be a factor of vulnerability for anxiety, whereas high perceptual reasoning might be a protective factor. Further studies are necessary to understand better the mechanisms underlying these results.

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Anxiety disorders in children with high intellectual potential

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“…The results were confirmed for American, Turkish and Russian samples [7,8,9,10], as well as by metaanalitic studies [11]. On the other hand, other studies revealed a decline in psychological wellbeing of gifted children [12,13]. There are also a number of studies that conclude that gifted children do not differ in psychological wellbeing from other children [14,15,16].…”

Section: Introductionmentioning

confidence: 75%

Psychological Wellbeing of Adolescents Gifted in Math, Humanities and Sports: Comparative Analysis

Volkova¹,

Miklyaeva²,

Volkova³

et al. 2019

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Current article presents the study of psychological wellbeing of adolescents (n=168, age 15-17) gifted in math, humanities and sports and educated in advanced programs for gifted children. Theoretical framework of this study is eudemonic concept of psychological wellbeing by C. Ryff. Psychological wellbeing is measured with Ryff wellbeing scales in Russian adaptation by L.V. Zhukovskaya and E.G. Troshikhina. The study is aimed at understanding differences in psychological wellbeing of gifted teenagers connected to gender and type of giftedness. The results suggest that general wellbeing score did not differ for adolescents with different types of giftedness or of different genders. Separate components of psychological wellbeing, such as purpose in life and self-acceptance, are influenced by activity connected to the talent. Gender differences are subjected to age-specific trends of personal development in adolescence. Type of giftedness might reinforce these trends.

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“…But a comparison of Iranian and Swedish adolescents' well-being using Ryff's (1989) questionnaire found that purpose in life correlated strongly with well-being in Iranians (Garsia & Moradi, 2012). This finding is important because mental health studies show Iranian youth age 12 to 30 suffer from depression, anxiety, stress, and hopelessness, with girls reporting more problems and less happiness than boys (Biabangard & Javadi, 2004;Emami, Ghazinour, Rezaeishiraz, & Richter, 2007;Fouladchang, Kohgard, & Salah, 2010;Hajloo, 2011;Pourmovahed, Dehghani, Yassini, Tavangar, & Deghani, 2010).…”

Section: Iranian Educational System Supports Youth Purposementioning

confidence: 99%

Life purposes of Iranian secondary school students

Hedayati

Kuusisto

Gholami

et al. 2017

Journal of Moral Education

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Nasibeh Hedayati is a doctoral student at the Faculty of Educational Sciences, the University of Helsinki, Finland. She is currently working on the subject of "moral dilemmas in Iranian schools." Dr. Elina Kuusisto works as a University Lecturer and is a Docent of Education at the Faculty of Educational Sciences, the University of Helsinki, Finland. Her academic writings deal with moral education, religious education and teacher education, with special interest in the education of moral sensitivity, purpose in life and growth mindset.

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A study of psychological health among students of gifted and nongifted high schools

Cited by 21 publications

References 29 publications

Anxiety disorders in children with high intellectual potential

Anxiety disorders in children with high intellectual potential

Psychological Wellbeing of Adolescents Gifted in Math, Humanities and Sports: Comparative Analysis

Life purposes of Iranian secondary school students

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