A study of well-being and school satisfaction among academically talented students attending a science high school in Korea

Gifted Child Quarterly

Volumn 50, Issue 2, 2006, Pages 169-184

  Jin, Suk Un ^a   Moon, Sidney M ^b  

^a Konkuk University   (South Korea)

^b PURDUE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33646787432     PISSN: 00169862     EISSN: None     Source Type: Journal    
DOI: 10.1177/001698620605000207     Document Type: Article

References (105)

1. Allport, G. W. (1961). Pattern and growth in personality. New York: Holt, Rinehart & Winston.
2. Argyle, M., Martin, M., & Crossland, J. (1989). Happiness as a function of personality and social encounters. In J. P. Forgas &J. M. Innes (Eds.), Recent advances in social psychology: An international perspective (pp. 189-203). Amsterdam: North Holland Publishing Co.
3. Austin, A. B., & Draper, D. C. (1981). Peer relationships of the academically gifted: A review. Gifted Child Quarterly, 25, 129-133.
4. Barnett, L. B., & Durden, W. G. (1993). Education patterns of academically talented youth. Gifted Child Quarterly, 37, 161-168.
5. Benbow, C. P., & Lubinski, D. (1997). Intellectually talented children: How can we best meet their needs? In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp.155-169). Boston: Allyn & Bacon.
6. Benbow, C. P., & Minor, L. L. (1990). Cognitive profiles of verbally and mathematically precocious students: Implications for identification of the gifted. Gifted Child Quarterly, 34, 21-26.
7. Benbow, C. P., & Stanley, J. (Eds.). (1983). Academic precocity: Aspects of its development. Baltimore, MD: Johns Hopkins University Press.
8. Bland, L. C., Sowa, C. J., & Callahan, C. M. (1994). An overview of resilience in gifted children. Roeper Review, 17, 77-80.
9. Borg, W. R., Gall, J. P., & Gall, M. D. (1993). Applying educational research: A practical guide (3rd ed.). White Plains, NY: Longman.
10. Bradburn, N. M. (1969). The structure of psychological well-being. Chicago: Aldine Press.
11. Brody, L. E., & Stanley, J. C. (1991). Young college students: Assessing factors that contribute to success. In W. T. Southern & E. D. Jones (Eds.), Academic acceleration of gifted children (pp. 102-132). New York: Teachers College Press.
12. Bryant, M. A. (1991). Challenging gifted learners through children's literature. Gifted Child Today, 12(4), 45-48.
13. Buhler, C. (1935). The curve of life as studied in biographies. Journal of Applied Psychology, 19, 405-409.
14. Carter, K. (1986). A cognitive outcome study to evaluate curriculum for the gifted. Journal for the Education of the Gifted, 10, 41-55.
15. Clark, J. J., & Dixon, D. N. (1997). The impact of social skills training on self-concept of gifted high school students. Journal of Secondary Gifted Education, 8, 179-188.
16. Colangelo, N., Assouline, S. G., & Gross, M. U. M. (Eds.). (2004). A nation deceived: How schools hold hack America's brightest students (Vol. 2). Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
17. Coleman, L. J. (2001). A "rag quilt": Social relationships among students in a special high school. Gifted Child Quarterly, 45, 164-173.
18. Cornell, D. G. (1990). High ability students who are unpopular with their peers. Gifted Child Quarterly, 34, 155-160.
19. Cross, T. L., Coleman, L. J., & Terhaar-Yonkers, M. (1991). The social cognition of gifted adolescents in schools: Managing the stigma of giftedness. Journal for the Education of the Gifted, 15, 44-55.
20. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Low.
21. Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
22. Davidson, J. E. (1986). The role of insight in giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-222). New York: Cambridge University Press.
23. Delcourt, M. A. B., Loyd, B. H., Cornell, D. G., & Goldberg, M. D. L. (1994). Evaluation of the effects of programming arrangements on student learning outcomes (Monograph of the National Research Center on the Gifted and Talented No. 94108). Storrs, CT: University of Connecticut.
24. Delisle, J. R. (1984). Gifted children speak out. New York: Walker & Co.
25. Delisle, J. R. (1986). Death with honors: Suicide among gifted adolescents. Journal of Counseling and Development, 64, 558-560.
26. Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575.
27. Diener, E. (2000). Subjective well-being: The science of happiness, and a proposal for a national index. The American Psychologist, 55, 34-43.
28. Dixon, F. A., Lapsley, D. K., & Hanchon, T. A. (2004). An empirical typology of perfectionism in gifted adolescents. Gifted Child Quarterly, 48, 95-106.
29. Dorsel, T. N., & Wages, C. (1993). Gifted, residential education: Outcomes are largely favorable, but there are some cautions. Roeper Review, 15, 239-242.
30. Eilber, C. R. (1987). The North Carolina School of Science and Mathematics. Phi Delta Kappan, 68, 773-777.
31. Eilber, C. R., & Warshaw, S. J. (1988). North Carolina School of Science and Mathematics: The special environment within a statewide science high school. In P. F. Brandwein & A. H. Passow (Eds.), Gifted young in science: Potential through performance (pp. 201-207). Washington, DC: National Science Teachers Association.
32. Erikson, E. (1959). Identity and the life cycle. Psychological Issues, 1, 18-164.
33. Feldhusen, J. F. (1989). Synthesis of research on gifted youth. Educational Leadership, 46(6), 6-11.
34. Feldhusen, J. F., & Boggess, J. (2000). Secondary schools for academically talented youth. Gifted Education International, 14, 170-176.
35. Feldhusen, J. F., & Dai, D. Y. (1997). Gifted students' attitudes and perceptions of the gifted label, special programs, and peer relations. Journal of Secondary Gifted Education, 9, 15-20.
36. Feldhusen, J. F., & Kroll, M. D. (1991). Boredom or challenge for the academically talented in school. Gifted Education International, 7, 80-81.
37. Feldhusen, J. F., VanTassel-Baska, J. L., & Seeley, K. R. (1989). Excellence in educating the gifted. Denver, CO: Love Publishing Company.
38. Fetterman, D. M. (1988). Excellence and equality: A qualitatively different perspective on gifted and talented education. New York: State University of New York Press.
39. Flanagan, J. C. (1979). Identify ing opportunities for improving quality of life of older age groups. Palo Alto, CA: American Institute for Research in the Behavioral Sciences.
40. Fox, L. H., Brody, L., & Tobin, D. (1985). The impact of early intervention programs upon course-taking and attitudes in high school. In S. F. Chipman, L. R. Brush, & D. M. Wilson (Eds.), Women and mathematics: Balancing the equation (pp. 249-174). Hillsdale, NJ: Erlbaum.
41. Gallagher, J. J. (1986). The need for programs for young gifted children. Topics in Early Childhood Special Education, 6, 1-8.
42. Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40, 179-183.
43. Grimm, L. G., & Yarnold, P. R. (1995). Reading and understanding multivariate statistics. Washington, DC: American Psychological Association.
44. Gross, M. U. M. (1993). Exceptionally gifted children. London: Routledge.
45. Gross, M. U. M. (1994). Radical acceleration: Responding to the academic and social needs of extremely gifted adolescents.Journol of Secondary Gifted Education, 5(4), 27-34.
46. Gross, M. U. M. (1998). Issues in assessing the highly gifted. Understanding Our Gifted, 10(2), 3-8.
47. Gross, M. U. M. (2002). Social and emotional issues for exceptionally intellectually gifted students. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 19-29). Waco, TX: Prufrock Press.
48. Herron, J. E. (1999). The relationship between coping strategy and outcome after frontal lobe damage. Dissertation Abstracts International, 60 (05), 2343B. (UMI No. AAT9930161)
49. Hollingworth, L. S. (1926). Gifted children: Their nature and nurture. New York: Macmillan.
50. Jackson, N. E. (1988). Precocious reading ability: What does it mean? Gifted Child Quarterly, 32, 200-204.
51. Jahoda, M. (1958). Current concepts of positive mental health. New York: Basic Books.
52. Jin, S., & Feldhusen, J. F. (2000, July). Boredom or challenge of gifted students in classrooms. Ideaccion, 16, 47-57.
53. Jung, C. G. (1933). Modern man in search of a soul. New York: Harcourt, Brace, & World.
54. Keiley, M. K. (1997). Affect regulation in adolescents: Does the management of feelings differ by gender and/or by method of measurement. Unpublished Manuscript.
55. Keppel, G. (1991). Design and analysis: A researcher's handbook (3rd ed.). Englewood Cliffs, NJ; Prentice-Hall.
56. Kitano, M. K., & Lewis, R. B. (2005). Resilience and coping: Implications for gifted children and youth at risk. Roeper Review, 27, 200-205.
57. Kolloff, P. B. (2003). State-supported residential high schools. In N. Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education (3rd ed., pp. 238-246). Boston: Allyn & Bacon.
58. Kulik, J. A., & Kulik, C. C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77.
59. Lewis, G. (1993). Keeping the options open: Curriculum at the Louisiana School for Math, Science and the Arts. Journal for the Education of the Gifted, 16, 387-399.
60. Lipkin, J. P. (1999). Person-organization fit and creative thinking: A study of the relationship between person-organization value fit and creative thinking. Dissertation Abstracts International, 60 (05), 2398B. (UMI No. AAT9929046)
61. Lykken, D., & Tellegen, A. (1996). Happiness is a stochastic phenomenon. Psychological Science, 7, 186-189.
62. Maslow, A. H. (1968). Toward a psychology of being (2nd ed.). New York: Van Nostrand.
63. Milgram, R. M., & Milgram, N. A. (1976). Personality characteristics of gifted Israeli children. Journal of Genetic Psychology, 129, 185-194.
64. Moon, S. M. (2003). Developing personal talent. In F. J. Mönks & H. Wagner (Eds.), Development of human potential: Investment into our future. Proceedings of the 8th Conference of the European Council for High Ability (ECHA; pp. 11-21). Bad Honnef, Germany: K. H. Bock.
65. Moon, S. M., Feldhusen, J. F., & Dillon, D. R. (1994). Long-term effects of an enrichment program based on the Purdue Three-Stage Model. Gifted Child Quarterly, 38, 38-48.
66. Moon, S. M., & Thomas, V. (2003). Family therapy with gifted and talented adolescents. Journal of Secondary Gifted Education, 14, 107-113.
67. Myers, D. (2000). The funds, friends, and faith of happy people. The American Psychologist, 55, 56-67.
68. Nail, J. M., & Evans, J. G. (1997). The emotional adjustment of gifted adolescents: A view of global functioning. Roeper Review, 20, 18-21.
69. Neihart, M. (2002). Risk and resilience in gifted children: A conceptual framework. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 113-122). Waco, TX: Prufrock Press.
70. Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (Eds.). (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
71. Olszewski-Kubilius, P. M., & Grant, B. (1996). Academically talented women and mathematics: The role of special programs and support from others in acceleration, achievement and aspirations. In K. D. Noble & R. G. Subotnik (Eds.), Remarkable women: Perspectives on female talent development (pp. 281-294). Cresskill, NJ: Hampton Press.
72. Piechowski, M. M. (2003). Emotional and spiritual giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 403-416). Boston: Allyn and Bacon.
73. Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: New directions for developing high-end learning. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 75-88). Boston: Allyn and Bacon.
74. Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., & Hartman, R. K. (1976). Scales for the Rating of Behavioral Characteristics of Superior Student. Mansfield Center, CT: Creative Learning Press.
75. Robinson, N. M., Reis, S. M., Neihart, M., & Moon, S. M. (Eds.). (2002). Social and emotional issues: What have we learned and what should we do now? In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 267-289). Waco, TX: Prufrock Press.
76. Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Boston: Houghton Mifflin.
77. Rogers, K. B. (1991). The relationship of grouping practices to the education of the gifted and talented learner: An executive summary. Storrs, CT: University of Connecticut, NRCG/T.
78. Rogers, K. B. (2002). Grouping the gifted and talented: Questions and answers. Roeper Review, 24, 102-107.
79. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
80. Ryff, C. D. (1989a). Beyond Ponce de Leon and life satisfaction: New directions in quest successful aging. International Journal of Behavioral Development, 12, 35-55.
81. Ryff, C. D. (1989b). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081.
82. Ryff, C. D. (1992). The interpretation of life experience and well-being: The sample case of grown children and self. Psychology and Aging, 7, 507-517.
83. Ryff, C. D. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, 719-727.
84. Ryff, C. D., Lee, Y., & Na, K. (1993). Through the lens of culture: Psychological well-being at midlife. Unpublished manuscript, University of Michigan, Ann Arbor.
85. Silverman, L. K. (1993). The gifted individual. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 3-28). Denver, CO: Love Publishing Company.
86. Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499.
87. Smith, C. B. (1991). Literature for gifted and talented. The Reading Teacher, 44, 608-609.
88. Sowa, C. J., & May, K. M. (1997). Expanding Lazarus and Folkman's paradigm to the social and emotional adjustment of gifted children and adolescents (SEAM). Gifted Child Quarterly, 41, 36-43.
89. Speirs Neumeister, K. L. (2004). Factors influencing the development of perfectionism in gifted college students. Gifted Child Quarterly, 48, 259-274.
90. Stanley, J. C. (1991). A better model for residential high schools for talented youths. Phi Delta Kappan, 72(6), 471-473.
91. Stones, M. J., Hadjistavropoulos, T., Tuukko, H., & Kozma, A. (1995). Happiness has traitlike and statelike properties: A reply to Veenhoven. Social Indicators Research, 36, 129-144.
92. Swaitek, M. A., & Benbow, C. P. (1991). Ten-year longitudinal follow-up of ability-matched accelerated and unaccelerated gifted students.Journal of Educational Psychology, 83, 528-538.
93. Tannenbaum, A. (1983). Gifted children: Psychological and educational perspectives. New York: Macmillan.
94. Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
95. Terman, L. M., & Oden, M. H. (1947). Genetic studies of genius: Vol. 4. The gifted child grows up. Stanford, CA: Stanford University Press.
96. Vaughn, V. L., Feldhusen, J. F., & Asher, J. W. (1991). Metaanalyses and review of research on pull-out programs in gifted education. Gifted Child Quarterly, 35, 92-98.
97. Veenhoven, R. (1984). Conditions of happiness. Dordrecht, The Netherlands: Kluwer Academic Publishers.
98. Veenhoven, R. (1994). Is happiness a trait? Tests of the theory that a better society does not make people any happier. Social Indicators Research, 33, 101-160.
99. Walberg, H. J., Tsai, S., Weinstein, T., Gabriel, C. L., Rasher, S. P., Rosecrans, T., et al. (1981). Childhood traits and environmental conditions of highly eminent adults. Gifted Child Quarterly, 25, 103-107.
100. Wendorf, D. J., & Frey, J. (1985). Family therapy with the intellectually gifted. The American Journal of Family Therapy, 13, 31-38.
101. Westberg, K. L., Archambault, F. X., Dobyns, S. M., & Salvin, T. J. (1993). The classroom practices observational study. Journal for the Education of the Gifted, 16, 120-146.
102. Whitmore, J. R. (1980). Giftedness, conflict, and underachievement. Boston: Allyn and Bacon.
103. Winner, E. (1997). Exceptionally high intelligence and schooling. American Psychologist, 52, 1070-1081.
104. Winner, E., & Martino, G. (2000). Giftedness in non-academic domains: The case of the visual arts and music. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 95-110). Oxford, England: Pergamon Press.
105. Wu, W. T., Cho, S., & Munandar, U. (2000). Programs and practices for identifying and nurturing giftedness and talent in Asia (outside the mainland of China). In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed., pp. 765-777). Oxford, England: Pergamon Press.