A framework for understanding gifted adolescents’ psychological maladjustment

Manaster, Guy J.; Powell, Philip M.

doi:10.1080/02783198309552759

Cited by 45 publications

(26 citation statements)

References 9 publications

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“…Additionally, in that same study, Manaster & Powell (Manaster & Powell, 1983) assert that gifted students' sense of belonging can be put in jeopardy if they feel marginalized by not fitting into any group within the classroom. 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.…”

Section: Sense Of Belongingmentioning

confidence: 99%

“…For nine Countries, no significant differences were found between academically gifted and normative students and the remaining other four Countries had positive effects sizes. Manaster and Powell (1983) assert that a higher probability of social difficulties in school for academically gifted adolescents. However, there were neither differences nor negative effect sizes between academically gifted and normative students for items such as: feeling like outsider, making friends easily, and feeling awkward at school.…”

Section: Sense Of Belongingmentioning

confidence: 99%

“…Additionally, gifted students' sense of belonging can be put in jeopardy if they feel marginalized by not fitting into any group within the classroom (Manaster & Powell, 1983;Peterson et al, 2009). Isolation and social issues are frequent topics of stress for gifted students.…”

Section: Relationships With Classmates (Sense Of Belonging)mentioning

confidence: 99%

“…Gallagher in his editorial "The Public and Professional Perception of the Emotional Status of Gifted Children" (1990) reports that gifted children are more pessimistic that their non-gifted peers and have the potential to develop deep levels of guilt due to their perceived own higher levels of talent and capabilities compared to non-gifted children. Manaster and Powell (1983) add: "certain kinds of problems are more probable for gifted adolescents" (p. 70) such as social and psychological difficulties. Heller (2005) maintains that giftedness forms a threat to a harmonious development in students.…”

Section: Introductionmentioning

confidence: 99%

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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: Sense Of Belongingmentioning

confidence: 99%

Section: Sense Of Belongingmentioning

confidence: 99%

Section: Relationships With Classmates (Sense Of Belonging)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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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“…Other studies of gifted children report more adjustment difficulties than were found among children not identified as gifted (Pandey, 1977;Tomlinson-Keasey & Smith-Winberry, 1983). Specific adjustment problems identified among gifted pupils include: underachievement (Jackson, Cleveland & Mesenda, 1975;Whitmore, 1980), perfectionism and overachievement (Roeper, 1982;Simpson & Kaufman, 1981), interpersonal isolation (Alvino, 1981;Monaster & Powell, 1983), depression and hypersensitivity (Lajole & Shore, 1981;Webb, Meckstroth & Tolan, 1985), suicide (Delisle, 1986;Lajole & Shore, 1981), low self-esteem (Brown, 1978;Powell & Haden, 1984), school dropouts and delinquency (Lemov, 1979), difficulty in peer relations (Webb et al, 1985;Whitmore, 1980), and living up to others' high expectations (Kerr, 1981).…”

Section: Studying Adjustment Needsmentioning

confidence: 94%

On a Pedestal: effects of intellectual‐giftedness and some implications for programme planning

Kwan

1992

Educational Psychology

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Exploring University Counselors' Perceptions of Distinctions Between Gifted Black and Gifted White Students

Ford

Harris

1995

Jour of Counseling & Develop

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This study examined the perceptions of a sample of university counselors relative to social, cultural, and psychological barriers to achievement among gifted Black and gifted White students. Ninety‐three counselors at institutions of higher education throughout the nation participated in the study by responding to a mailed survey questionnaire. Comparisons were made relative to counselors' demographic variables (ethnicity, gender, multicultural training, and geographic locale). The results indicate that the university counselors sampled disagreed with or were undecided about the special dilemmas confronting gifted learners. Moreover, most counselors perceived that gifted Black and gifted White students experience social, cultural, and psychological problems in the same way. The study concludes with recommendations for university counselors working with gifted students in general and gifted Black students in particular

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A framework for understanding gifted adolescents’ psychological maladjustment

Cited by 45 publications

References 9 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

On a Pedestal: effects of intellectual‐giftedness and some implications for programme planning

Exploring University Counselors' Perceptions of Distinctions Between Gifted Black and Gifted White Students

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