Coping Strategies Adopted by Adolescents: A Comparative Study in Relation to Gifted Status, Gender, and Family Size

Autor/inn/en	Breik, Wisam Darwiesh; Zaza, Haidar Ibrahim
Titel	Coping Strategies Adopted by Adolescents: A Comparative Study in Relation to Gifted Status, Gender, and Family Size
Quelle	In: Gifted Education International, 35 (2019) 1, S.3-19 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429418824118
Schlagwörter	Coping; Comparative Analysis; Gifted; Family Size; Gender Differences; Student Attitudes; Stress Variables; Social Adjustment; Measures (Individuals); High School Students; Foreign Countries; Help Seeking; Emotional Adjustment; Jordan + Suchen Sie Ihr Suchwort? Bewältigung; Begabter, Hoch Begabter; Familiengröße; Geschlechterkonflikt; Schülerverhalten; Soziale Anpassung; Messdaten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Emotionale Anpassung
Abstract	This study examines differences in coping strategies (CSs) in relation to gifted status, gender, and family size. Two hundred gifted adolescents were selected from gifted schools, and 1000 non-gifted adolescents were selected from ordinary schools. One-way multivariate analysis of variance produced significant differences among the subjects in relation to gifted status, gender, and family size. Descriptive discriminant analysis revealed that the CS "Seeking Professional Support" was the most significant to distinguish between gifted and non-gifted adolescents among the selected variables (i.e. gifted status, gender, and family size). Moreover, "Investing in Close Friend" was the most significant to distinguish between the participants in relation to gender. On the other hand, "Ventilating Feelings" contributed the most in distinguishing between the subjects in relation to family size. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01