Su búsqueda

En autores o colaboradores
  • Understanding identity development among individuals with gifts and talents (IWGT) can empower its stakeholders to support their journey towards well-being and life success. In an era where educational institutions are struggling to prioritize students' social-emotional skills, it is imperative to prioritize the psychosocial development and identity achievement of IWGT. With the help of structural equation modeling, the present study aimed to assess how intrapersonal aspects (indicated by hope, purpose, curiosity, and exploration); interpersonal factors (indicated by school environment and family environment); and their interaction influence the identity development of IWGT. Convenience sampling was used to recruit 238 participants in the undergraduate program (18-25 years) at a university known for its high selectivity in admissions, which was used as an indication for giftedness. Among the total number of participants, 70% identified themselves as female, 62% were first-year students, and 67% identified themselves as White. The study found a strong positive relationship between intrapersonal factors and identity development within the hypothesized model. However, there was no significant relationship between interpersonal factors and identity development. This suggests that IWGT may rely more on intrapersonal resources for identity development, emphasizing the significance of understanding their internal dynamics in identity development during emerging adulthood. However, further research across diverse contexts is needed to explore the influence of family and school environments to understand the ideology and relationship domains. The findings suggest that interventions aimed at fostering the intrapersonal aspects (hope, purpose, curiosity, and exploration) may have a positive impact on identity development among IWGT. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

  • The chapters in Parts 1 and 2 of this book provide considerable detail about myriad approaches to quantitative and mixed method research designs and important issues to consider when using those designs. The authors build a compelling case for the importance of using those designs in moving the research base in gifted studies toward greater sophistication. The first author’s awareness of the need to enhance the literature base by incorporating increasingly sophisticated research approaches crystallized in November 1997 at the National Association of Gifted Children conference just after a symposium on research methodology had ended, when Laurence J. Coleman, Michael Pyryt, and I stood talking about the session. I asked Michael if he thought the field of gifted studies was ready to move in a postpositivistic direction. As he was known to do, he thought about what I had asked him and carefully responded with his own question: “How can the field of gifted studies become postpositivistic when our research base is still prepositivistic?” That was Michael’s way of critiquing our field as being reliant on too many studies that were theoretically unsound and poorly conducted. The symposium had emphasized the epistemological and ontological assumptions of qualitative and quantitative approaches to research. Arguments were made during the session for the utility of both approaches, but with an emphasis being placed on the limitations of each in terms of the nature of the research questions that can and cannot be addressed by either. While few academics these days still question the usefulness of either quantitative or qualitative research (see Capraro & Thompson, 2008; Larabee, 2003), what Michael did in few words was summarize the research in the field of gifted studies circa 1997. This book is intended to be both a catalyst and a primer for future research in gifted studies to help us move from prepositivistic to positivistic and postpositivistic approaches. Michael would be pleased. In this chapter, we describe the various research approaches we have utilized over the years, including both qualitative and quantitative techniques. Other chapters in this volume have provided fodder for additional discussions about our research. As a result of the ideas generated by our fellow authors in this volume, we propose an enhancement to our existing research through the use of structural equation modeling (SEM) as described by Kline in chapter 7 of this volume. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Última actualización de la base de datos: 3/10/26, 5:59 (CEST)

Explorar

Tipo de recurso