Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss with a Caring Adult: Implications for Educators

Autor/inn/en	Jen, Enyi; Wu, Jiaxi; Gentry, Marcia
Titel	Social and Affective Concerns High-Ability Adolescents Indicate They Would Like to Discuss with a Caring Adult: Implications for Educators
Quelle	In: Journal of Advanced Academics, 27 (2016) 1, S.39-59 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X15621904
Schlagwörter	Elementary Secondary Education; Academic Ability; High Achievement; Adolescents; Affective Behavior; Summer Programs; Residential Programs; Content Analysis; Student Surveys; Psychological Patterns; Student Attitudes; Aspiration; Social Cognition; American Indian Students; Gender Differences; Age Differences; Racial Differences; Bullying; Academically Gifted; Social Development; Emotional Development; Well Being; Research Methodology; Discovery Processes; Questionnaires; Interpersonal Relationship; Cultural Pluralism; Statistical Significance + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Affective disturbance; Active behaviour; Affektive Störung; Sommerkurs; Sozialer Wohnungsbau; Inhaltsanalyse; Schülerbefragung; Schülerverhalten; Streben; Soziale Kognition; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Mobbing; Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Research method; Forschungsmethode; Fragebogen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kulturpluralismus
Abstract	This exploratory study investigated the social and affective concerns of 280 high-ability students in Grades 5 through 12 who participated in a summer residential program. Content analysis of responses from an open-ended survey indicated that high-ability adolescents expressed concerns regarding feelings and emotions, future aspirations, and relationships. How these social and affective concerns differed across gender, age, and among U.S. students, international students, and Native American subgroups were also investigated. Boys would like to discuss puberty and maturity more than girls; students in early adolescence cared about feelings, whereas those in late adolescence wanted to discuss future aspirations; Native American students had similar concerns to those of other students; however, Diné students were concerned about personal issues and bullying. These findings provide researchers and educators in the field of gifted education with new perspectives regarding social and affective concerns of high-ability students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01