Predictors of Loneliness in the Gifted Adolescent

Kaiser, Charles F.; Berndt, David J.

doi:10.1177/001698628502900206

Cited by 68 publications

(29 citation statements)

References 20 publications

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“…(Peterson et al, 2009, p. 40). Loneliness in gifted students has also been recognized in combination with depression and anger (Kaiser & Berndt, 1985). In this study, one in eight of the gifted participants reported significant levels of loneliness, depression, and anger.…”

Section: Relationships With Classmates (Sense Of Belonging)mentioning

confidence: 62%

“…Since academically gifted students in this study are reporting same or higher levels of belonging, the feeling of fitting into a group within the classroom is present and thus these students are not experiencing school as marginalizing. Loneliness in gifted students has also been previously identified in gifted students (Kaiser & Berndt, 1985) as part of disharmony theory. However, the results in this study support the contrary.…”

Section: Sense Of Belongingmentioning

confidence: 87%

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Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of academically gifted students within the EU

Godor

Szymanski

2017

High Ability Studies

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b gifted Studies, School of teacher education, Western Kentucky university, bowling green, Ky, uSA ABSTRACT There are two competing stereotypes of gifted students: harmony theory (gifted students are well adjusted and successful in life) and disharmony theory (giftedness forms a threat to a harmonious development). In this context, the PISA 2012 data were used to explore middle-school students' experiences in terms of sense of belonging, student-teacher relations and attitudes toward school concerning learning activities/outcomes. Fifteen-year-old students from 13 European countries were selected for this data-set (normative = 79,550, gifted = 1956). Student's scores on the four scales were tested for significant differences with students from that same country. Tests revealed no significant differences for 55% of the comparisons, 40% of comparisons had positive effect sizes for gifted students, and 4% had negative effect sizes. The evidence presented in this study supports the existence of harmony theory. More specifically, the vast majority of gifted students in this study reported equal or higher level of belonging. Contained within the findings in this study on students' to the sense of belonging is a lack of evidence of gifted students reporting higher levels of loneliness. These findings strongly reflect the Terman's assertion almost a century ago stating the lack of gifted children tending to be more socially maladjusted.

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Section: Relationships With Classmates (Sense Of Belonging)mentioning

confidence: 62%

Section: Sense Of Belongingmentioning

confidence: 87%

Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of academically gifted students within the EU

Godor

Szymanski

2017

High Ability Studies

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“…Various theories (Blatt, 1995;Delisle, 1986;Dixon & Scheckel, 1996;Kaiser & Berndt, 1985;Piechowski, 1979) about characteristics of the gifted have suggested that this population has a higher risk of suicide than their average peers. However, the literature base directly concerned with the topic of suicide among gifted adolescents is filled with much conjecture rather than empirically sound research.…”

Section: Resultsmentioning

confidence: 99%

“…These characteristics include: unusual sensitivity and perfectionism (Delisle, 1986), isolationism related to extreme introversion (Kaiser & Berndt, 1985), and overexcitabilities identified by Dabrowski. Dixon and Scheckel (1996) described the five overexcitabilities identified by Dabrowski and reiterated by Piechowkski (1979) as: "psychomotor (e.g., fast games and sports, acting out, impulsive actions), sensual (e.g., sensory pleasure, sexual overindulgences), intellectual (e.g., introspection, avid reading, curiosity), imaginational (e.g., fantasy, animistic and magical thinking, mixed truth and fiction, illusions), and emotional (e.g., strong affective memory, concern with death, depressive and suicidal moods, sensitivity in relationships, feelings of inadequacy and inferiority)" (p. 389).…”

Section: Literature On Suicide Among Gifted Studentsmentioning

confidence: 99%

An examination of the literature base on the suicidal behaviors of gifted students

Gust-Brey

Cross

1999

Roeper Review

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T 'he following is a gifted adolescent's last journal entry before he committed suicide. It is reproduced in the same format as originally written:This article involves an examination of the literature concerning suicide among gifted adolescents. Background is provided concerning the historical overview of the field of suicidology and the theory on suicide. The literature on suicide among adolescents in general is overviewed, and the literature concerning suicide among the gifted is examined in more depth. Lastly, the literature on the role schools can play in suicide prevention and intervention is examined due to the impact educational institutions can have on the lives of students, including the gifted. What is apparent from this review is that the knowledge about suicide among adolescents has grown dramatically since the conception of the field of suicidology. However, the literature directly concerned with the topic of suicide among gifted adolescents is filled with much conjecture rather than empirically sound research. At this time there is no significant research to support the claim that the rates of attempted or completed suicide among the gifted differ from rates on nongifted adolescents, but research does indicate that suicide occurs among the gifted population. It is also apparent that suicide is occurring among the gifted at a rate which necessitates school personnel to have the ability to recognize warning signs in an effort to help students and deter loss of lives.

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“…Does the poor achievement cause the poor self concept, or does the poor self concept result in poor achievement? For example, Kaiser & Berndt (1985) sought indicators that were predictors of loneliness in the gifted adolescent. In studying summer Governor's school junior and senior high school students, ages 14-17, they concluded that the majority of gifted adolescents are exceptionally well-adjusted and find their success goes hand in hand with a healthy self confidence and self esteem.…”

Section: Underachieversmentioning

confidence: 99%

Editorial: The Public and Professional Perception of the Emotional Status of Gifted Children

Gallagher¹

1990

Journal for the Education of the Gifted

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Predictors of Loneliness in the Gifted Adolescent

Cited by 68 publications

References 20 publications

Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of academically gifted students within the EU

Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of academically gifted students within the EU

An examination of the literature base on the suicidal behaviors of gifted students

Editorial: The Public and Professional Perception of the Emotional Status of Gifted Children

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