Changes in emotional resilience: Gifted adolescent females

Özel Yetenekli Öğrencilerin Matematik Öz-Yeterlik Kaynaklarının Matematik Kaygıları Üzerindeki Etkilerinin İncelenmesi

“…Pek çok eğitimci ve araştırmacı (Parker & Adkins, 1994;Silverman, 1993;Webb & Tolan, 1994) üstünlük kavramını mükemmeliyetçilik ile ilişkilendirmiştir. Son yıllarda yapılan bazı çalışmalarda ÖY öğrencilerin benlik kaybı, depresyon (Delisle, 1990), başarısızlık (Reis, 1987) ve umutsuzluk-kaygı (Kline & Short, 1991) gibi duygusal çalkantılar yaşadıkları ortaya konulmuştur. ÖY öğrencilerinde kendilerine özgü donanımları nedeni ile depresyon risklerinin az olduğu kanaatinin yanı sıra bu öğrencilerin normal öğrenciler kadar hatta daha yüksek düzeyde depresyon yaşayabileceği de belirtilmektedir (Kanlı, 2011).…”

Meet, prey, like: A study of gifted girls' interactions with social media

“…They end up striving to achieve at higher levels, sometimes not succeeding, leading to the feeling of being an imposter (Kline & Short, 1991). Although others may recognise and acknowledge her gifts, the 'imposter' thinks she is just fooling everyone, which then leads to low self-esteem and low self-confidence and she feels unable to take credit for her successes (Kerr, 1991;Kline & Short, 1991). The need to be perfect appears to apply to all areas of gifted and talented girls' lives (Clark, 2008;Reis, 2002b).…”

“…According to Kline and Short (1991) and Reis (2002aReis ( , 2002b, perfectionism is common among bright young females and can cause them to set high and unreasonable goals for themselves. They end up striving to achieve at higher levels, sometimes not succeeding, leading to the feeling of being an imposter (Kline & Short, 1991).…”

“…According to Kline and Short (1991) and Reis (2002aReis ( , 2002b, perfectionism is common among bright young females and can cause them to set high and unreasonable goals for themselves. They end up striving to achieve at higher levels, sometimes not succeeding, leading to the feeling of being an imposter (Kline & Short, 1991). Although others may recognise and acknowledge her gifts, the 'imposter' thinks she is just fooling everyone, which then leads to low self-esteem and low self-confidence and she feels unable to take credit for her successes (Kerr, 1991;Kline & Short, 1991).…”

Hopelessness Level and Future Expectations of Gifted Students

“…Also, gifted students were less solution-oriented and saw a plenty of problems but few solutions (George & Scheft, 1998). Many gifted adolescents fell into discouragement, hopelessness, insecurity, and a sense of meaninglessness (Kline & Short, 1991;Kerr & Cohn, 2001). In addition, gifted students may worry about the future because of their sensitivity to world problems (Passow, 1988).…”