Investigation resilience levels of gifted students according to self esteem, peer relationship and parental attitudes

Autor: Yörük, İrem, Cihangir Çankaya, Zeynep
Přispěvatelé: Eğitim Bilimleri Enstitüsü
Jazyk: turečtina
Rok vydání: 2019
Předmět:
Popis: Bu araştırma, özel yetenekli öğrencilerin psikolojik sağlamlıklarında benlik saygısının, anne-baba tutumlarının ve akran ilişkilerinin rolünü incelemek amacıyla yapılmıştır. Araştırmanın örneklemini, 3 ayrı Bilim ve Sanat Merkezi'nde öğrenim gören 6.7.8. ve 9.sınıf ve hazırlık sınıfı öğrencileri oluşturmuştur. Araştırmada veri toplama aracı olarak Ergen Psikolojik Dayanıklılık Ölçeği, Rosenberg Benlik Saygısı Ölçeği Kısa Formu, Anne-Baba Tutum Ölçeği ve Akran İlişkileri Ölçeği kullanılmıştır. Verilerin analizi çoklu regresyon analiziyle gerçekleştirilmiştir. Araştırma bulguları, anne baba tutumlarından kabul/ilgi boyutunun özel yetenekli öğrencilerin psikolojik sağlamlığını yordayan en güçlü değişken olduğunu ortaya koymuştur. Bunun yanı sıra anne baba tutumlarının psikolojik özerklik boyutunun, benlik saygısı ve akran ilişkileri değişkenleri, özel yetenekli öğrencilerin psikolojik sağlamlık düzeylerini anlamlı bir şekilde yordarken, anne baba tutumlarının kontrol/denetleme boyutunun özel yetenekli öğrencilerin psikolojik sağlamlığını anlamlı bir şekilde yordamamıştır.
1. INTRODUCTION Positive psychology is based on a theme different from traditional psychology and is concerned with how to build the best and to make the lives of healthy people more fulfilling as well as to repair the disordered and cure diseases (Bişgin, 2013). Positive psychology, which has commonalities with humanist psychology, with its emphasis on the fully functioning individual (Rogers, 1961, as cited in Linley, Joseph, Harrington ve Wood, 2006) and the self-fulfilling individual (Maslow, 1968, as cited in Linley et al., 2006), focused on the scientific examination of human strengths and abilities / capacities such as happiness, well-being, hope, resilience and other positive structures (Zakeri, Jowkar ve Razmjoee, 2010). One of these concepts, resilience determines the difference between individuals who successfully survive despite stress, risks and difficulties encountered in life and those who cannot (Zakeri et al., 2010). The common features in the definitions of resilience are risk factors, protective factors that reduce the negative effect, and adaption (competence) (Fonagy, M. Steele, H. Steele, Higgitt and Target 1994; Fraser, Galinsky and Richman, 1999; Garmezy, 1993). Gifted children defined by experts in the field who perform at a higher level than their peers in intelligence, creativity, art, leadership capacity or academic fields (Ministry of National Education, 2017). High intelligence (high IQ) and high mental function, which is one of the characteristics of gifted students, is seen as a feature of resilient individuals when the related literature is examined and this considered as a protective factor in resilience studies (Fergusson and Lynskey, 1996; Masten and Coasworth, 1998; Gizir, 2007; Karaırmak, 2006; Gürgan, 2006). However, features such as asecron development of gifted individuals, the remain under the gifted label, the expectations of their families and the environment from them, insatisfaction in their educational settings because of being ahead of the level of their peers put them into disadvantageous position, and also these create risk factors for gifted children (Pfeiffer and Stocking, 2000). Therefore, it is thought that being gifted can be a risk factor for these individuals. There are studies that show mental ability, which is one of the most studied intermediate variables in resilience research, could work as both protective effects and a vulnerability factor (Luthar and Zigler, 1991). The high level of mental functioning is general characteristics of gifted students who is working group in this study. Contrary to the studies in which high mental functioning is considered as a protective factor, in this study, being gifted is considered as a risk factor in view of the fact that gifted students are vulnerable in terms of individual and environmental factors. In addition, the need for special education is considered as a risk factor in the list of risk factors determined by Terzi (2008). Ministry of National Education (2017) states that individuals defined as gifted also need special education. From this perspective, being gifted phenomenon can be considered as a risk factor for the working group. In resilience, the protective factors proving the adaptation of the individual with the environment play an important role. Protective factors define situations that reduce, alleviate or eliminate the impact of risk or difficulty, improve individual competencies, and ensure healthy compliance (Masten, 1994, as cited in Gizir, 2007). In this study, self-esteem as an important internal factor and parental styles and peer relationships from external factors were focused on. When related literature is examined, there are many studies that examine resilience in various variables and different populations. In the international literature, issues that parents' use of the term gifted and adjustment of the child (Cornell, 1989), changes in emotional resilience of gifted adolescent females (Kline and Short, 1991), the relationship between resilience and academic achievement in the group of gifted students (King, 2009) have been addressed in some studies investigating the resilience and adaptation of gifted individuals. In our country, it has been observed that there is no research on the resilience of gifted children, but resilience is examined only in the families of gifted children. Therefore, in this research, it is thought that identifying the risk posing conditions for gifted students and examining protective factors for gifted students will contribute to the literature. 1.1. Research Purpose The aim of this study was to investigate the role of self-esteem, parental attitudes and peer relationships as predictors of resilience of gifted students. It is important to examine the resilience of gifted individuals in terms of their potential to play an active role in the future of society. Therefore, it is aimed to reveal the effect of protective factors that are effective in increasing the resilience of these individuals by avoided the ignoring of the risks of being gifted. In addition, focusing on protective factors may provide insight into how to discover or improve resilience in gifted children. Considering not found out any study conducted with gifted students, especially in our country, it is thought that psychological counselors and teachers working with gifted students will provide important information to the parents of gifted students. Also considering the protective aspect of resilience, which is the main focus of the research, this concept is important for preventive guidance services. In a broad sense, this research is thought to contribute to preventive mental health services. 2. METHODOLOGY 2.1. Research Model This research is a descriptive research based on relational screening model in order to determine the predictive power of resilience levels of gifted students by self-esteem, peer relationships and parental attitudes variables. 2.2. Universe and Sample The research population consisted of 252 students in 6th, 7th, 8th and 9th grades and preparatory classes who were educated in 3 different Science and Art Centers in Balıkesir in 2018-2019 academic year. In order to reach sampling, convenience sampling method was used. Because of being filled out incorrectly or incompletely by the students, the 9 data were excluded from the evaluation. Then, extreme value analyzes were performed on the remaining 243 data. After subtracting 24 univariate and multivariate data, research sample consisted of 219 gifted students. 2.3. Data Collection Tools In the study, resilience Adolescent Psychological Resilience Scale was used to determine the level of resilience which is a dependent variable; Rosenberg Self-Esteem Scale Short Form was used to determine the level of self esteem, Parental Style Scale was used to determine the level of parental attitudes, and Friendship Qualities Scale was used to determine the level of peer relationships which is a independent variable. 2.4. Data Analysis Techniques In this study, stepwise multiple regression analysis method was used to determine the self-esteem, parental attitudes and peer relationships' predictive power of resilience of gifted students. 3. FINDINGS When the correlations between dependent variables (resilience) and independent variables (self-esteem, parental attitudes, peer relationships) were examined, the resilience of gifted students and the acceptance/involvement and psychological autonomy dimension of peer attitudes were positive between peer relationships and a significant relationship was found. There was a significant negative correlation between resilience and self-esteem. The reason why self-esteem predicts negatively is that the scores are calculated in reverse order. There was no significant relationship between resilience and strictness /supervision, which is one of the sub-dimensions of the parental attitude scale. Therefore, this dimension was not included in the regression analysis. Multiple regression analysis of the predictive level of resilience of gifted students was conducted in four stages. In the first stage, parental attitudes acceptance/involvement dimension was analyzed. The dimension of acceptance/involvement alone explained 31.1% of the total variance. This level of explanation is described as a high level of disclosure (Cohen, 1988). In the second stage, peer relationships were analyzed. Together with this variable, the total variance of resilience increased to 41.4%. Peer relationships increased total variance to 10.3%. In the third stage, self-esteem was included in the multivariate analysis. The additional contribution of self-esteem variable was 6.9% and the total variance of resilience increased to 48.3%. In the fourth stage, psychological autonomy dimension was included in the analysis. The additional contribution of this variable was 1.6% and the total variance of resilience was increased to 49.9%. As a result of multiple regression analysis, acceptance/involvement, peer relationships, self-esteem and psychological autonomy were a significant predictor of resilience and explained the 49.9% of total variance. 4. RESULTS, DISCUSSION AND SUGGESTION 4.1. Result As a result, it was concluded that while parental attitudes, acceptance/involvement dimension, peer relationships, self-esteem and parental attitudes were significant predictors of resilience of gifted students, parental attitudes strictness/ supervision dimension was not a predictor of resilience of gifted students. According to this study, it was determined that resilience levels increased as the levels of acceptance/involvement and psychological autonomy, self-esteem and peer relations increased from the parental attitudes sub-dimensions of gifted students. 4.2. Discussion According to the results of the study, it can be said that the gifted students who have high self-esteem have also high resilience. This finding is consistent with the finding that Masten and Coasworth (1998) and Fergusson and Lynskey (1996) stated that resilient children and adolescents have high self-esteem. According to another finding in the study, it is observed that resilience of gifted students with high scores of acceptance/involvement and psychological autonomy among the parental attitudes sub-dimensions is also high. Parallel to this finding, Zakeri et al. (2010) found that parental acceptance was an important predictor of resilience in their study of the relationship between parental styles and resilience among university students. In contrast, Zakeri et al. (2010) concluded that psychological autonomy and strictness/supervision are not an important predictor of resilience. According to the other result of the study, it is seen that the gifted students with high peer relations scores have high resilience. This finding is consistent with the findings of Gizir (2004) that interest and kindness in friendship relationships are predictors of academic resilience, and Kaya (2007) found that interests and high expectations in friendship relationships are significant predictors of resilience. 4.3. Suggestion 4.3.1. Suggestions for Researchers In examining the resilience of gifted students, the role of demographic variables in determining the resilience of gifted students can be demonstrated by considering different demographic variables. The data collected in this study were collected based on self-report. In addition, the use of data collection tools/methods based on parents, teachers and peer assessments will contribute to the multi-dimensional assessment of resilience of gifted students in a different framework. In addition, it is important to conduct qualitative studies in this area in order to determine which resources can be activated in order to increase the resilience of gifted students who have low acceptance/involvement dimension in their parental attitudes and do not see a supportive approach. 4.3.2. Suggestions for Practittioners Various psycho-educational activities and seminars will be organized for parents of gifted students to raise awareness of the impact of parents' attitudes on their children. Conducting studies that will increase the self-esteem of gifted children in schools (psycho-education programs, etc.) will contribute to the increase of resilience of these individuals. For the gifted students who have difficulties in their relations with their peers or in social adaptation, it can be positively contributed to the their peer relations by providing the social skills with groups developed by the school psychological counselors.
Databáze: OpenAIRE
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