Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs
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Trent N. Cash [1] ; Tzu-Jung Lin [2]
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[1] Carnegie Mellon University
Carnegie Mellon University
City of Pittsburgh, Estados Unidos
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[2] Ohio State University
Ohio State University
City of Columbus, Estados Unidos
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- Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 66, Nº 3, 2022 (Ejemplar dedicado a: Social and Emotional Well-Being of Gifted Students), págs. 188-207
- Idioma: inglés
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Resumen
This study examined the psychological well-being of students enrolled in two gifted programs with different service delivery models. Participants were 292 fifth- and sixth-grade students (Mage = 11.70, SDage = 0.65) enrolled in a gifted math pull-out program (n = 103), a self-contained gifted program (n = 90), or a program providing no gifted services, which served as a control group (n = 99). Multiple differences in psychological well-being across programs were revealed in Hierarchical Linear Models, particularly in terms of math self-concept, loneliness, and maladaptive perfectionism. Students in the two gifted programs reported different patterns of psychological well-being when compared with students in the no gifted services control group. These differences suggest distinct social phenomena underlying the two different service delivery models.
