TY - JOUR
T1 - Strategies Used by Intellectually Gifted Students to Cope With Stress During Their Participation in a High School International Baccalaureate Program
AU - Shaunessy, Elizabeth
AU - Suldo, Shannon M.
AU - Shaunessy-Dedrick, Elizabeth
PY - 2010/4/1
Y1 - 2010/4/1
N2 - Individuals respond to threats to affiliation and achievement needs through drawing on a repertoire of coping strategies specific to a given situation. Gifted adolescents in college-preparatory high school programs may be faced with novel stressors, and may have unique coping strategies to manage these challenges. The current study considers responses to surveys of stress and coping as well as focus group interviews of gifted and high-achieving students enrolled in an academically intense curriculum, the International Baccalaureate (IB) Diploma Program. Findings of this secondary analysis of archival data sets indicate gifted students experience levels of stress similar to their IB classmates not identified as gifted. Additionally, gifted students were similar to IB peers not identified as gifted with respect to how they cope with school; likenesses included positive reframing, time and task management, avoiding tasks, and seeking social support. However, gifted IB students differed from IB classmates with respect to anger coping, humor, and problem-solving approaches.
AB - Individuals respond to threats to affiliation and achievement needs through drawing on a repertoire of coping strategies specific to a given situation. Gifted adolescents in college-preparatory high school programs may be faced with novel stressors, and may have unique coping strategies to manage these challenges. The current study considers responses to surveys of stress and coping as well as focus group interviews of gifted and high-achieving students enrolled in an academically intense curriculum, the International Baccalaureate (IB) Diploma Program. Findings of this secondary analysis of archival data sets indicate gifted students experience levels of stress similar to their IB classmates not identified as gifted. Additionally, gifted students were similar to IB peers not identified as gifted with respect to how they cope with school; likenesses included positive reframing, time and task management, avoiding tasks, and seeking social support. However, gifted IB students differed from IB classmates with respect to anger coping, humor, and problem-solving approaches.
KW - qualitative methodologies
KW - social development
KW - emotional development
KW - high school
KW - stress
UR - https://digitalcommons.usf.edu/tal_facpub/152
UR - https://doi.org/10.1177/0016986209355977
U2 - 10.1177/0016986209355977
DO - 10.1177/0016986209355977
M3 - Article
VL - 54
JO - Gifted Child Quarterly
JF - Gifted Child Quarterly
ER -