A Deeper Investigation into the Psychological Changes of Intellectually Gifted Students Attending a Residential Academy

Autor/inn/en	Rollins, Marlon R.; Cross, Tracy L.
Titel	A Deeper Investigation into the Psychological Changes of Intellectually Gifted Students Attending a Residential Academy
Quelle	In: Roeper Review, 36 (2014) 1, S.18-29 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2014.856372
Schlagwörter	Mixed Methods Research; Residential Schools; Phenomenology; Interviews; High School Seniors; Questionnaires; Student Experience; Academically Gifted; Special Schools; Psychological Characteristics; Student Adjustment; Social Development; Academic Achievement; Behavior Change; Resilience (Psychology); Cognitive Style; Stress Variables; Peer Groups + Suchen Sie Ihr Suchwort? Heimschule; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Fragebogen; Studienerfahrung; Special school; Sonderschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Entwicklung; Schulleistung; Cognitive styles; Kognitiver Stil; Gleichaltrigengruppe; Peer Group
Abstract	This discourse is the qualitative component of a mixed-methods study that examined how students were psychologically affected while attending a 2-year residential high school (Academy) in the Midwest. This aspect of the study focused on the emic perspective of nine students using a phenomenological-type approach. To that end, interviews were conducted with nine senior students with a wide range of Youth Outcome Questionnaire-Self Report 2.0 assessed during their junior year from the quantitative portion. From the interviews, 28 invariant constituents emerged. Four categories were generated from the invariant constituents to describe student experiences: psychological changes, academic adjustment, social adjustment, and social comparison. Students made cognitive and behavioral changes to adapt to the different challenges of the school. Though generally stressful, the students described their enrollment at the school as beneficial and felt more prepared for college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10