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1.
The development and factor structure of the Internalizing Symptoms Scale for Children (ISSC), a new self-report measure for assessing internalizing symptomatology in children, is detailed. Development of the ISSC was driven by the lack of a children's self-report instrument designed specifically to assess the broad domain of internalizing symptomatology, as well as research findings showing a high degree of comorbidity among internalizing syndromes (e.g., depression, anxiety, somatic complaints, social withdrawal). Thorough and methodologically rigorous procedures were employed during the development of the ISSC to ensure strong content validity as well as clinical utility. Exploratory and confirmatory factor analytic procedures were utilized on the 54-item ISSC research protocol, resulting in a strong two factor solution for the 48 items retained. Factor 1, Negative Affect/General Distress, includes items that indicate the presence of internalizing symptoms, or in some cases, the absence of optimistic or functional emotional states. Factor 2, Positive Affect, includes items describing positive affect incompatible with internalizing symptoms, or in some cases, items that reflect the absence of internalizing symptoms. Results of the factor analyses are discussed in terms of previous research on affectivity and specific internalizing syndromes or disorders. Potential uses of the ISSC, as well as further research needed, are described. Implications of the present investigation for future assessment and classification studies in the area of child psychopathology are reviewed. © 1997 John Wiley & Sons, Inc. 相似文献
2.
Self‐reported internalizing symptoms of seriously emotionally disturbed (SED) and regular education students in grades 4–6 were compared using the Internalizing Symptoms Scale for Children. All participants were African American and from an urban public school district in the Southeastern United States. Each of the two study groups consisted of 50 participants (35 boys, 15 girls) who were matched by gender and socioeconomic status. The SED group reported significantly higher levels of internalizing distress than the regular education group. In contrast to previous findings, there was no significant gender difference in self‐reported internalizing symptomatology in the present study. A discriminant function analysis found that the ISSC scores were able to correctly classify 91% of the participants into their respective educational group. Results of this study provide additional evidence of the construct validity of the ISSC, a recently developed and unique self‐report measure. Results are discussed in terms of future research needs and educational/clinical practice with students who have emotional and behavioral disorders. © 1999 John Wiley & Sons, Inc. 相似文献
3.
Thomas R. Coyle Lenore E. Read Jane F. Gaultney David F. Bjorklund 《Learning and individual differences》1998,10(4):273-290
This study examined strategic variability and variability-performance relations in intellectually gifted (mean IQ = 142.31; n = 85) and non-gifted (mean IQ = 112.44; n = 81) children who received five trials on an organizational memory task. Children were presented with different sets of categorizable words (e.g., boat, bus, car, banana, apple, orange) on each trial and were asked to remember the words for later recall. Four strategies were coded on each trial: sorting at study, rehearsal, category naming, and clustering at recall. Strategic variability was assessed in terms of fluctuations in the use of single strategies over trials, use of different combinations of multiple strategies over trials, and trial-bytrial switches in strategy use. In general, gifted children showed lower levels of variability (or higher levels of stability) in strategy use and higher levels of recall than non-gifted children. In addition, stability in strategy use was consistently associated with relatively high levels of recall for gifted but not non-gifted children. These findings confirm and extend research on non-strategic elementary cognitive tasks showing that cognitive stability is a prominent characteristic of gifted cognition. 相似文献
4.
Angela F.Y. Siu 《Asia Pacific Journal of Education》2010,30(1):71-83
Overexcitabilities (OEs) are ways that an individual experiences the world and can be understood as channels of information flow. The current study examined the profile of OEs among a group of Hong Kong children. Participants included 229 non-gifted and 217 gifted children. OEs were measured using the Overexcitability Questionnaire II. Results indicated that there were differences between the gifted and the non-gifted groups in all OE subscales. Gender differences were also identified. Females, in both gifted and non-gifted groups, have a significantly higher score in Emotional OE when compared to males. In addition, gifted females also scored significantly higher than their male counterparts in Sensual OE. Results of this study were compared to a group of American children (based on C.L. Tieso's work on overexcitabilities in 2007). The implications and limitations of this study are presented. 相似文献
5.
H. Elise Samsen-Bronsveld Sanne H.G. Van der Ven Paula P.A.M. Speetjens Anouke W.E.A. Bakx 《Journal of Research in Special Educational Needs》2023,23(2):100-115
This study examined the impact of the COVID-19-induced school lockdown on need satisfaction, well-being and motivation in both gifted and non-gifted primary school students in the Netherlands. A total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well-being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well-being and motivation than their non-gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non-gifted. Changes in non-gifted students' well-being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well-being and motivation were mediated by autonomy and relatedness satisfaction. 相似文献
6.
This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations
between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions
of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than
the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning
environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation
and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had
a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how
the developers had intended. 相似文献
7.
Jose I. Navarro Pedro Ramiro Jose M. Lopez Manuel Aguilar Manuel Acosta Juan Montero 《European Journal of Psychology of Education - EJPE》2006,21(4):401-411
The relationship between the construct of mental attention and “giftedness” is not well established. Gifted individuals could
make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic
constructivist model developed by Pascual-Leone introduced the concept of mental attention or “effort”, relating it to mental
capacity. The aim of this study is to investigate whether the measurement of mental capacity (M-measurement) is differential
for a group of children with high IQs. 110 students between 4 and 18 years old participated in this study. Some were Gifted
(n=70) and others Non-Gifted (n=40). Wechsler-R Scale and the Figural Intersection Test were administered to all participants.
An interesting pattern was found in the younger groups. The gifted scored higher than the non-gifted in the Figural Intersection
Test and much higher than their theoretical M. The non-gifted scored quite close to their theoretical M (based on age). In
the oldest group, the gifted again achieved higher scores, but now they scored at the theoretical level, and the non-gifted
underperformed. 相似文献
8.
The risk for internalizing disorders in children with learning disabilities is frequently debated in the research community
and empirical responses are equivocal. For educators and clinicians, the frequent assumption is that children with dyslexia
also have at least subtle emotional problems. In this study, school-age children with reading problems and their siblings
(N=79) were referred for neuropsychological evaluation. As part of the assessment process, parents, teachers, and the child
were asked to rate the child’s level of internalizing symptoms on several behavior rating scales. Results from analyses of
the data, using both discrepancy and reading cut scores for diagnosis of dyslexia, suggest that children with dyslexia are
not at elevated risk for behaviors related to anxiety, depression, and somatization. Additionally, children at the lowest
end of the reading distribution were no more likely to have significant internalizing symptoms than children with less impaired
reading. 相似文献
9.
Anneliese C. Bolland Sara E. Tomek Kevin D. Besnoy John M. Bolland 《Exceptionality》2018,26(3):190-208
Research abounds on adolescent poverty and on gifted education, but these fields are seldom considered together. This study explores trajectories of aggressive behavior (i.e., weapon carrying) of impoverished, gifted youth. Results indicate that gifted students engage in lower levels of weapon carrying than non-gifted students. Gifted and non-gifted girls’ trajectories are parallel across age.However, weapon carrying among gifted and non-gifted boys does not differ during early and late adolescence, but it does during middle adolescence. These differences can perhaps be explained by examining impulsivity and temperament trajectories by gifted status. Impulsivity for boys and quick-temperedness for girls is lower during early and middle adolescence for gifted students than for non-gifted students, but not during later adolescence. Quick-temperedness for boys and impulsivity for girls does not differ by gifted status during early and late adolescence, but it does during middle adolescence. These findings suggest that some characteristics of giftedness are manifest during early adolescence (perhaps even before enrollment in a gifted program). However, other giftedness characteristics appear only during middle adolescence, after students have enrolled in the gifted program. Implications of these findings for how gifted education programs can impact aggression, and ways to optimally structure these programs, are explored. 相似文献
10.
Daniela Ostatnikova Jolana Laznibatova Zdenek Putz Anna Mataseje Monika Dohnanyiova Karol Pastor 《High Ability Studies》2000,11(1):41-54
There are suggestive data to link salivary testosterone concentrations (ST) to cognitive abilities in humans. Saliva reflects the plasma-free fraction of ST, which is biologically active, available for uptake by tissues including the brain. In the present study, therefore, salivary testosterone levels in healthy preadolescent children of both sexes, 6 to 9 years old, were determined. Among a total of 215 participants, 122 were intellectually gifted, attending special classes for gifted in primary school (IQ 130 or more in two independent standard tests of general intelligence). Their ST levels were compared with ST levels of 93 non-gifted children attending regular primary school. In general, results show there are no changes in ST concentrations between ages 6 and 9. However, there are significant differences between gifted and non-gifted participants. ST levels in gifted children were lower (p < 0.01) in all age categories. This also holds for both sexes separately (p < 0.01). 相似文献
11.
Seon-Young Lee Paula Olszewski-Kubilius Dana Thomson 《Asia Pacific Education Review》2012,13(2):185-197
Involving 740 highly gifted math and science students from two different countries, Korea and the United States, this study examined how these gifted adolescents perceived their interpersonal ability and peer relationships and whether there were differences between these two groups by demographic variables. Based on the survey data, results showed that our gifted students perceived their interpersonal ability and peer relationships at levels comparable to or higher than those of their non-gifted counterparts. They were satisfied and confident with their peer relationships and did not identify negative effects of being gifted when forming and maintaining friendships. Differences were found between Korean and American students by gender in their profiles of interpersonal ability and peer relationships. Positive self-portrayal of social competence found for our sample disputed previous studies suggesting that highly gifted students tend to struggle with social relationships. Given that each group of students had different educational, linguistic, and cultural backgrounds, the results should also be interpreted with caution. 相似文献
12.
Dante Cicchetti Fred A. Rogosch Megan R. Gunnar Sheree L. Toth 《Child development》2010,81(1):252-269
The impact of early physical and sexual abuse (EPA/SA) occurring in the first 5 years of life was investigated in relation to depressive and internalizing symptomatology and diurnal cortisol regulation. In a summer camp context, school-aged maltreated ( n = 265) and nonmaltreated ( n = 288) children provided morning and late afternoon saliva samples on 5 consecutive days. Child self-report and adult observer reports of child internalizing and depressive symptoms were obtained. Children experiencing EPA/SA and high depressive or internalizing symptoms uniquely exhibited an attenuated diurnal decrease in cortisol, indicative of neuroendocrine dysregulation. These results were specific to EPA/SA rather than later onset physical or sexual abuse or early occurring neglect or emotional maltreatment. 相似文献
13.
Eysink Tessa H. S. van Dijk Alieke M. de Jong Ton 《Educational technology research and development : ETR & D》2020,68(5):2373-2393
Educational technology research and development - This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn... 相似文献
14.
The term “intellectually gifted rural-to-urban migrant children” refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our results showed that intellectually gifted rural-to-urban migrant children performed more correctly and faster on some attention tasks than did the intellectually average rural-to-urban migrant children, but they did not perform as well on some attention tasks as did the intellectually gifted urban children. Based on the attentional structures, it was evident the intellectually gifted rural-to-urban migrant children developed more mature than did either the intellectually gifted urban or the intellectually average rural-to-urban migrant children. This suggests the intellectually gifted rural-to-urban migrant children’s attention is overall superior to that of their intellectually average peers. However, there are advantages and disadvantages in terms of the quality of their attention compared to the intellectually gifted urban children. While their attentional structures seem to develop earlier, their accuracy on some of the attention tasks seems to suffer. This suggests that rural-to-urban migration is a double-edged sword for intellectually gifted children. 相似文献
15.
Quek Choon Lang Angela F. L. Wong Barry J. Fraser 《Research in Science Education》2005,35(2-3):299-321
This study investigated the chemistry laboratory classroom environment, teacher–student interactions and student attitudes
towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the
35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the
30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and
QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry
laboratory classroom environments and teacher–student interactions. Some statistically significant associations of modest
magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal
behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher–student
interactions for gifted students are provided. 相似文献
16.
The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. 相似文献
17.
Research Findings: This study examined how child negative emotionality interacted with mothers’ self-reported parenting in predicting different aspects of social functioning among very young Chinese children. A total of 109 Chinese nursery children in Hong Kong participated with their parents. Maternal supportive and aversive parenting practices were reported by mothers, and child negative emotionality and social functioning were reported by both mothers and fathers. The results revealed interaction effects between child negative emotionality and mothers’ self-reported parenting on children’s internalizing problems, externalizing problems, and social-emotional skill deficiency. Specifically, children with high negative emotionality were more susceptible to the negative effects of aversive parenting (i.e., showing more internalizing and externalizing problems when exposed to aversive parenting) than their peers with low negative emotionality. Negative emotionality also placed young children at risk for social-emotional skill deficiency, especially when they received less support from their mothers compared to their peers. Practice or Policy: Special attention should be paid to the social functioning of Chinese children with higher levels of negative emotionality, because these children are more vulnerable to poor-quality parenting at a very young age. 相似文献
18.
KENNETH W. MERRELL RICHARD L. BLADE JACQUELINE LUND KARI K.G. KEMPF 《Psychology in the schools》2003,40(2):139-144
This brief report details a study of the construct validity of the Internalizing Symptoms Scale for Children (ISSC) in comparison with the Child Self‐Report Form of the Behavioral Assessment System for Children (BASC). Using self‐reports of 121 students ages 8–12 from general education classes, who were administered both measures, correlational data were obtained between the scores of the two instruments. ISSC factor and total scores were found to have weak associations with the BASC School Adjustment Scales, and negatively associations with the BASC personal adjustment scales, providing discriminant evidence of the construct validity of the ISSC. Moderate to strong correlations were found between ISSC scores and the BASC Clinical Maladjustment, Other Problems, and Emotional Symptoms Index scores, evidencing convergent construct validity between the two measures. These results support the validity and clinical use of the ISSC as a measure of internalizing symptoms and emotional problems. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 139–144, 2003. 相似文献
19.
Paul Caldarella Lynnette Christensen Thomas J. Kramer Kalli Kronmiller 《Early Childhood Education Journal》2009,37(1):51-56
The promotion of social and emotional learning (SEL) in schools may help prevent emotional and behavioral problems of students.
This study evaluated the effects of a SEL curriculum, Strong Start, on the social-emotional competence of 26 second grade students, using a quasi-experimental, non-equivalent control group
design. Results revealed statistically significant and meaningful improvements in teacher ratings of students’ internalizing
and peer-related pro-social behaviors, particularly for students at greater risk. Conversely, control group students experienced
significant worsening of internalizing behaviors and decreased levels of peer-related pro-social behaviors. No changes were
reported in externalizing behaviors for either group. Treatment integrity and social validity ratings of Strong Start were high. Limitations and implications of this study are addressed.
The authors are listed alphabetically by last name and all shared equally in the preparation of this paper. 相似文献
20.
The present study attempted to develop a quantitative model using the WISC-R that could be used to predict those students most likely to be successful in gifted education programs. The study was conducted in two phases using two groups of gifted children. In phase one, 120 elementary students randomly chosen from a pullout program in a suburban school served as the subject pool. The subjects had varying degrees of success in the program. Phase one subject data were used to develop a quantitative model; phase two subjects were used for predictive purposes. Specific results in phase one yielded six maximally discriminant WISC-R subtests. These subtests were then used to predict at well above chance levels (87.8%) those students who were known to have been either marginally or highly successful in the program (n = 41). The present study goes one step beyond previous research by using these maximally discriminant subtests to predict program performance of gifted children. 相似文献