Academic, emotional, and social experiences of gifted and non-gifted high school students during the covid-19 pandemic
Title
Academic, emotional, and social experiences of gifted and non-gifted high school students during the covid-19 pandemic
Abstract
The focus of this mixed-methods study was to compare the experiences of gifted (n = 705) and non-gifted high school students (n = 341) during emergency remote education associated with the COVID-19 pandemic. The results show that both groups assessed emergency remote learning as less adequate, and judged that their general mood, well-being, and learning were worse than before the pandemic. They reported feeling more distress. MANOVA analysis revealed statistically significant differences between the two groups, but these differences were not practically important. Significant gender differences emerged, particularly in the experience of negative emotions, which were more pronounced in girls. The interaction between giftedness and gender was not statistically significant. Several positive and negative aspects of emergency remote education were identified. The findings indicate that gifted and non-gifted students experienced emergency remote education and the pandemic similarly, which suggests that professionals could plan the same post-pandemic intervention strategies to mitigate the COVID-19 pandemic effects for both groups. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
(Source: journal abstract)
Publication
European Journal of Psychology of Education
Publisher
Springer Instituto Superior de Psicologia Aplicada
ISSN
0256-2928, 0256-2928
Loc. in Archive
2913139756; 2024-43349-001
Extra
titleTranslation: Experiencias académicas, emocionales y sociales de estudiantes de secundaria superdotados y no superdotados durante la pandemia de covid-19
abstractTranslation: El enfoque de este estudio de métodos mixtos fue comparar las experiencias de estudiantes de secundaria superdotados (n = 705) y no superdotados (n = 341) durante la educación remota de emergencia asociada con la pandemia de COVID-19. Los resultados muestran que ambos grupos evaluaron el aprendizaje a distancia de emergencia como menos adecuado, y juzgaron que su estado de ánimo, bienestar y aprendizaje generales eran peores que antes de la pandemia. Informaron que sentían más angustia. El análisis MANOVA reveló diferencias estadísticamente significativas entre los dos grupos, pero estas diferencias no fueron importantes en la práctica. Surgieron diferencias significativas de género, particularmente en la experiencia de emociones negativas, que fueron más pronunciadas en las niñas. La interacción entre la superdotación y el género no fue estadísticamente significativa. Se identificaron varios aspectos positivos y negativos de la educación a distancia en situaciones de emergencia. Los hallazgos indican que los estudiantes superdotados y no superdotados experimentaron la educación remota de emergencia y la pandemia de manera similar, lo que sugiere que los profesionales podrían planificar las mismas estrategias de intervención posteriores a la pandemia para mitigar los efectos de la pandemia de COVID-19 para ambos grupos. (Registro de la base de datos PsycInfo (c) 2024 APA, todos los derechos reservados) (Fuente: resumen de la revista)
Notas
SubjectsTermNotLitGenreText - Emotions 10010P4C 3271P4C 3250P4B 9945P4B; Gifted 10010P4C 1840P4C 1870P4C 4139P4C 5027P4C 1828P4B 1858P4B 4114P4B 4996P4B 9945P4B; High School Students 10010P4C 4495P4C 9613P4C 4467P4B 9550P4B 9945P4B; Pandemics 10010P4C 2805P4C 3399P4C 3401P4C 4352P4C 5851P4C 7002P4C 8060P4C 8712P4C 2786P4B 3378P4B 3380P4B 4326P4B 5813P4B 6956P4B 8006P4B 8654P4B 9945P4B; Student Attitudes 10010P4C 827P4C 9603P4C 9605P4C 9613P4C 820P4B 9540P4B 9542P4B 9550P4B 9945P4B; Electronic Learning 10010P4C 1870P4C 1953P4C 2057P4C 2741P4C 2842P4C 3093P4C 3185P4C 3189P4C 4922P4C 4932P4C 5416P4C 8712P4C 9840P4C 1941P4B 2046P4B 2724P4B 2823P4B 3074P4B 3165P4B 3169P4B 4892P4B 4901P4B 5383P4B 8654P4B 9776P4B 9945P4B; COVID-19 10010P4C 10461P4C 2245P4C 2324P4C 2818P4C 4904P4C 7420P4C 10395P4B 2233P4B 2311P4B 2799P4B 4874P4B 7370P4B 9945P4B
Fecha de revisión - 20240111
Última actualización - 2024-01-11
Número de referencias - 67
Fecha de creación - 2023-07-21
Fecha de finalización - 2023-12-03
Copyright - © 2023, Instituto Universitário de Ciências Psicológicas, Sociais e da Vida . Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
Citación
Podlogar, N., Podlesek, A., & Juriševič, M. (2024). Academic, emotional, and social experiences of gifted and non-gifted high school students during the covid-19 pandemic. European Journal of Psychology of Education. APA PsycInfo® (2913139756; 2024-43349-001). https://doi.org/10.1007/s10212-023-00782-6