Effects of a social-emotional learning-based program on self-esteem and self-perception of gifted kindergarten students: A pilot study

Year 2020, , 1275 - 1290, 15.09.2020

Dimitrios Papadopoulos

https://doi.org/10.17478/jegys.779438

Cited By: 7

Abstract

Socio-emotional learning (SEL) and mental health preventive programs are very popular internationally; however, there is limited research evaluating their effects on gifted children. This study aimed to design a SEL-focused preventive program for gifted preschoolers and assess its effects on variables related to personal and character strengths. In addition, the relative differential impact of the program on both genders was explored. The study used an experimental design, with repeated pretest–post-test measures and a control group. A total of 120 gifted students aged 5-6 years were recruited and randomly assigned to the intervention (n = 60) and control (n = 60) groups. To measure the dependent variables, two assessment instruments were administered before and after the program. The experimental group joined a 12 one-hour lesson program based on SEL principles and used cognitive-behavior strategies. At the baseline, no significant difference between the groups in terms of self-esteem and self-perceptions (p > 0.005) were observed, except for peer relations self-perception (p = 0.028). The results revealed that the program was effective in increasing students’ self-esteem and self-perception scores; moreover, the analysis showed a significant group-by-time interaction effect in the assessed variables (p < 0.005). Regardless of the impact of the program on both genders, the change was very similar; however, the boys showed higher scores than the girls across most variables. This program significantly improved all taught skills, corroborating the findings of other studies, which support that SEL can improve children’s self-esteem. The strengths and limitations of this study and the importance of implementing prevention programs to promote socio-emotional development are also discussed.

Keywords

gifted children, social-emotional learning, self-esteem, self-perception, preventive programs, gifted kindergarten students, Psychological development of the gifted

Supporting Institution

University of Crete

Thanks

I would like to thank all gifted children and their parents, as well as their teachers; without their generous support, this study would not have been possible. Furthermore, I would like to thank Assoc. Professor Maria Mutafova for motivating me to conduct this research.

References

• Agaliotis, I., & Kalyva, E. (2019). Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students. International Education Studies, 2, 45-56.
• American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. Retrieved December 09, 2014 from http://www.apa.org/ethics
• Arslan, S., & Yukay-Yuksel, M. (2018). An investigation of the relationship between social behavior characteristics and self-perceptions of gifted children in primary school. Journal for the Education of Gifted Young Scientists, 6(1), 17-42. doi: 10.17478/JEGYS.2018.7
• Bablekou, Z., & Kazi, S. (2016) Intellectual assessment of children and adolescents: The case of Greece. International Journal of School & Educational Psychology, 4, 225-230.
• Bates-Krakoff, J., McGrath, R.E., Graves, K., & Ochs, L. (2016). Beyond a deficit model of strengths training in schools: Teaching targeted strength use to gifted students. Gifted Education International, 33(2), 102-117.
• Betts, G.T., & Neihart, M.F. (1985). Eight effective activities to enhance the social and emotional development of the gifted and talented. Roeper Review, 8, 18-23.
• Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156-168. doi:10.1037/a0018607
• Blyth, D. A., Jones, S., & Borowski, T. (2018). SEL frameworks – What are they and why are they important? Chicago, IL: CASEL. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513-531.
• Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). Promoting social and emotional learning in second grade students: a study of the Strong Start curriculum. Early Childhood Education Journal, 37(1), 51-56.
• Cava, M., & Musitu, G. (2000). Evaluation of an intervention programme for the empowerment of self-esteem. Psychology in Spain, 4(1), 55-63.
• Cavilla, D. (2019). Maximizing the potential of gifted learners through a developmental framework of affective curriculum. Gifted Education International, 35(2), 136-151.
• Chambless, D. L., & Hollon, S. D. (2012). Treatment validity for intervention studies. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbooks in psychology ®. APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (p. 529-552). American Psychological Association. doi:10.1037/13620-028
• Ch’ng, B. (2014). Affective Curriculum for Gifted Students in Malaysia: A Recommendation. Journal for the Education of Gifted Young Scientists, 2(2), 11-21. doi: 10.17478/JEYSG.201429017
• Coelho, V., Marta, M., & Shane, J. (2016). Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem. Journal of Youth and Adolescence, 46. doi: 10.1007/s10964-016-0510-6.
• Coelho, V., Sousa, V. & Figueira, A. P. (2014). The impact of a school-based social and emotional learning program on the self-concept of middle school students. Psicodidactica, 19, 347-65.
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, New Jersey: Lawrence Erlbaum Associates. Coleman, L. J., & Cross, T. L. (2000). Social-emotional development and personal experience. In K. Heller, F.J. Mönks, R.J. Sternberg, & R.S. Subotnik (Eds.), International handbook of giftedness and talent (pp. 203–212). Oxford, UK: Pergamon.
• Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2013). The 2013 Guide: Effective social and emotional learning programs – preschool and school edition. Chicago, IL: Author
• Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2015). The 2015 CASEL guide: Effective social and emotional learning programs – Middle and high school edition. Chicago, IL: Author
• Coopersmith, S., & Gilberts, R. (1982). Professional manual: Behavioral academic self-esteem. Palo Alto, CA: Consulting Psychologists Press, Inc.
• Corso, R. M. (2007). Practices for enhancing children's social-emotional development and preventing challenging behavior. Gifted Child Today, 30(3), 51-56.
• Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. Englewood Cliffs, NJ: Prentice Hall.
• Diekstra, R., & Gravesteijn, C. (2008) Part one: A review of meta-analytic literature reviews in social and emotional education. In C. Clouder, & B. Heys (Eds). Social and Emotional Education: An International Analysis (pp. 258–84). Santander, Spain: Fundacio en Marcelino Botín.
• di Fabio, A., & Kenny, M. (2011). Promoting emotional intelligence and career decision making among Italian high school students. Journal of Career Assessment, 19, 21-34. doi: 10.1177/1069072710382530
• Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum. The Journal of Primary Prevention, 28, 67-91.
• Durlak, J. A., Weissberg, R. P., Dymnicki, A., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.
• Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294-309. doi:10.1007/s10464-010-9300-6
• Elias, M. J. (2013). The character of schools, the character of individuals, and the character of society: Creating educational policy to reflect this inextricable interconnection. Korean Journal of Educational Policy, 10(3), 141-149
• Evans, R., Murphy, S., & Scourfield, J. (2015). Implementation of a school-based social and emotional learning intervention: Understanding diffusion processes within complex systems. Prevention Science, 16(5), 754-764.
• Foley-Nicpon, M., Assouline, G. M., Kivlighan, D. M., Fosenburg, S., Cederberg, C., & Nanji, M., & Nanji, M. (2017). The effects of a social and talent development intervention for high ability youth with social skill difficulties. High Ability Studies, 28(1), 73-92.
• Garaigordobil, M., & Peña-Sarrionandia, A. (2015). Effects of an emotional intelligence program in variables related to the prevention of violence. Frontiers in Psychology, 6:743. doi: 10.3389/fpsyg.2015.00743
• Gari, A., Mylonas, K., & Portešová, S. (2015). An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers. Gifted Education International, 31(3), 271-286. doi:10.1177/0261429413511887.
• Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & the CTY Greece (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents, High Ability Studies, 30(1-2), 147-166. doi: 10.1080/13598139.2018.1535244
• Gross, M. U. M. (2000). Exceptionality and profoundly gifted students: An underserved population. Understanding our Gifted, 12(2), 3-9.
• Gross, M. U. M. (2010). Exceptionally Gifted Children (2nd ed). London: Routledge
• Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84.
• Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55(6), 1969–82.
• Hertzog, N. B. (2008). Early childhood Gifted Education. Waco, Texas: Prufrock Press
• Hoge, R. D., & Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63(4), 449-465.
• Hatzichristou, C., Lykitsakou, K., Lampropoulou, A., & Dimitropoulou, P. (2010). Promoting the Well-Being Of School Communities: A Systemic Approach. In B. Doll, W. Phohl, & J. Yoon (Eds), Handbook of Prevention Science (pp.255-274). New York: Routledge.
• Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. London: Routledge and Kegan Paul.
• Johnson, B. W., Redfield, D. L., Miller, L. R., Simpson, R. E. (1983). The Coopersmith Self-Esteem Inventory: A construct validation study. Educational and Psychological Measurement, 43(3), 907-913.
• Kakouros, Ε., & Maniadaki, Κ. (2002). Translation and adaptation of the Behavioral Academic Self-Esteem Scale. In A. Stalikas, S. Triliva, & P. Roussi (Eds.), Psychometric Tools in Greece (pp. 279-280). Athens: Ellinika Grammata. [In Greek]
• Kaufman, A. S. (1992). Evaluation of the WISC-III and WPPSI-R for gifted children. Roeper Review, 14(3), 154-158. doi:10.1080/02783199209553413
• Letcher, P., Smart, D., Sanson, A., & Toumbourou, J. W. (2009). Psychosocial precursors and correlates of differing internalizing trajectories from 3 to 15 years. Social Development, 18(3), 618-646.
• Makri-Mpotsari, E. (2013). How do I Perceive my Self - I. Athens: Papazisi. [in Greek]
• Mann, M., Hosman, C. M. H., Schaalma, H. P., de Vries, N. K. (2004). Self-esteem in a broad-spectrum approach for mental health promotion. Health Education Research, 19(4), 357–372. doi:10.1093/her/cyg041
• Marsh, H. W., & Craven, R. G. (2006). Reciprocal Effects of Self-Concept and Performance from a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives. Perspectives on Psychological Science, 1, 133-163. doi:10.1111/j.1745-6916.2006.00010.x
• Masten, A. S., & Reed, M. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74-88). New York: Oxford University Press.
• Matsagouras, E. G., & Dougali, E. (2009). A proposal for gifted education in reluctant schools: The case of the Greek school system. In T. Balchin, B. Hymer, & D. J. Matthews (Eds.), The Routledge International Companion of Gifted Education. (pp. 84-91). New York: Taylor & Francis Group.
• McCormick, M. P., Cappella, E., O'Connor, E. E., & McClowry, S. (2015). Social-emotional learning and academic achievement: Using causal methods to explore classroom-level mechanisms. AERA Open, 1(3). doi:10.1177/2332858415603959
• McGee, C. D., & Hughes, C. E. (2011). Identifying and supporting young gifted learners. YC Young Children, 66(4), 100-105.
• Merrell, K. W., Parisi, D. M., & Whitcomb, S. A. (2007b). Strong Start grades K-2: A social and emotional learning curriculum. Baltimore: Paul H. Brookes Publishing.
• Mofield E. L., & Chakraborti-Ghosh, S. (2010). Addressing multidimensional perfectionism in gifted adolescents with affective curriculum. Journal for the Education of the Gifted, 33(4), 479-513. doi: 10.1177/016235321003300403
• National Institute for Health and Care Excellence (2019). Randomized Control Trial. London: UK. Retrieved from https://www.nice.org.uk/glossary?letter=r
• Neihart, M., & Yeo, L. S. (2018). Psychological issues unique to the gifted student. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 399-415). Washington, DC: American Psychological Association.
• Olszewski-Kubilius, P., & Lee, S. Y. (2004). The role of anticipation in In-School and Outside-of-School activities in the talent development of gifted students. The Journal of Secondary Gifted Education, 3, 107-123.
• Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2015). Conceptualizations of giftedness and the development of talent: Implications for counselors. Journal of Counseling and Development, 93(2), 143–152. doi:10.1002/j.1556-6676.2015.00190.x
• Papadopoulos, D. (2016). Psycho-pedagogical and educational aspects of gifted students, starting from the preschool age; How can their needs be best met? Journal of Psychological Abnormalities, 5:153. doi:10.4172/2471-9900.1000153
• Papadopoulos, D. (2020). Psychological Framework for Gifted Children’s Cognitive and Socio-Emotional Development: A Review of the Research Literature and Implications. Journal for the Education of Gifted Young Scientists, 8(1), 305-323. doi:10.17478/jegys.666308
• Park, K. M., & Park, H. (2015). Effects of Self-esteem Improvement Program on Self-esteem and Peer Attachment in Elementary School Children with Observed Problematic Behaviors. Asian Nursing Research, 9(1), 53-59.
• Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
• Pedagogical Institute. (2004). Guide for students with exceptional abilities and talents. Athens: National Printing Office [in Greek]. Retrieved from http://www.pi-schools.gr/special_education_new/index_gr.htm
• Peterson, J. S., Betts, G., & Brandley, T. (2009). Discussion group as component of affective curriculum for gifted students. In J. van Tassel-Beska, T. R. Cross, & R. Olenchack (Eds), Social-emotional curriculum with gifted and talented students. (pp. 289-320). Waco, TX: Prufrock Press.
• Peterson, J. S., & Lorimer, M. R. (2012). Small-group affective curriculum for gifted students: A longitudinal study of teacher-facilitators. Roeper Review, 34, 158-169.
• Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130. doi: 10.1002/pits.10144
• Rinn, A. N. (2006). Effects of a summer program on the social self-concepts of gifted adolescents. The Journal of Secondary Gifted Education, 17(2), 65-75.
• Rinn, A. N., Plucker, J. A., & Stocking, V. B. (2010). Fostering gifted students' affective development: A look at the impact of academic self-concept. Teaching Exceptional Children Plus, 6(4). Retrieved from http://escholarship.bc.edu/education/ tecplus/vol6/iss4/art1/
• Salkind, N. J. (2010). Encyclopedia of research design. Thousand Oaks, Calif: SAGE Publications.
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton: Mifflin and Company.
• Shechtman, Z. (1993). Group psychotherapy for the enhancement of intimate friendship and self-esteem among troubled elementary school children. Journal of Psychotherapy and Personal Relationships, 10(4), 483-494.
• Shechtman, Z., & Silektor, A. (2012). Social competencies and difficulties of gifted children compared to nongifted peers. Roeper Review, 34(1), 63-72. doi:10.1080/02783193.2012.627555
• Sideridis, G., & Antoniou, F. (2015). Wechsler preschool and primary scale of intelligence – third edition (WPPSI-III GR) – Standardization in Greek. Athens: Motibo [in Greek]
• Silverman, L. K. (1989). The highly gifted. In J. F. Feldhunsen, J. van Tassel-Baska & K. Seeley (Eds.), Excellence in educating the gifted (pp. 71-83). Denver: Love.
• Silverman, L. K. (2002). Asynchronous development. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 31-40) Waco, TX: Prufrock Press.
• Smith, S. (2017) Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Students. In: E. Frydenberg, A. Martin, & R. Collie (Eds) Social and Emotional Learning in Australia and the Asia-Pacific. Singapore: Springer. doi:10.1007/978-981-10-3394-0_8
• Speirs Neumeister, K. L., Williams, K. K., & Cross, T. L. (2009). Gifted high-school students’ perspectives on the development of perfectionism. Roeper Review, 31(4), 198-206. doi: 10.1080/02783190903177564
• Stallard, P., Simpson, N., Anderson, S., Carter, T., Osborn, C., Bush, S. (2005). An evaluation of the FRIENDS programme: a cognitive behaviour therapy intervention to promote emotional resilience. Archives of Disease in Childhood, 90, 1016-1019.
• Stallard, P., Simpson, N., Anderson, S., Hibbert, S., & Osborn, C. (2007). The FRIENDS Emotional Health Programme: Initial Findings from a School-Based Project. Child and Adolescent Mental Health, 12(1), 32-37.
• Suhaila, M. B., Heyam, M. A., Naifa, H. A. & Wafa’, Y. S. (2020). The effectiveness of a group counseling program in enhancing the ability to form friendship among academically talented students. Journal for the Education of Gifted Young Scientists, 8(2), 701-710. doi:10.17478/jegys.679131
• Supple, A., Su, J., Plunkett, S., Peterson, G., & Bush, K. (2013). Factor structure of the Rosenberg Self-Esteem Scale. Journal of Cross-Cultural Psychology, 44(5), 748-764. doi:10.1177/0022022112468942
• Thanou, A., Flea, R., & Zafeiropoulou, M. (2011) Emotional resilience and applied preventive programs at school based on cognitive-behavioral approach. In A. Matsopoulos (Ed.), From vulnerability to mental resilience: Applications in the school context and the family. (p. 171-210). Athens: Papazisi [in Greek].
• Theodoridou, S., & Davazoglou, A. (2006). Teachers’ evaluation of gifted children’s characteristics. Gifted and Talented International, 21(1), 72-77. doi:10.1080/15332276.2006.11673467
• U.S. Public Health Service (2000). Report of the Surgeon General's Conference on Children's Mental Health: A National Action Agenda. Washington, DC: Department of Health and Human Services.
• Vaivret-Dourete L. (2011). Developmental and cognitive characteristics of high-level potentials (highly gifted) children. International Journal of Pediatrics, 1-14, doi:10.1155/2011/420297
• van Tassel-Baska, J., Landau, M., & Olszewski-Kubilius, P. (1984). The benefits of summer programming for gifted adolescents. Journal for the Education of the Gifted, 8(1), 73-82.
• van Tassel-Baska, J., & Stambaugh, T. (2008). Curriculum and instructional considerations in programs for the gifted. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best practices (pp. 347-365). Tallahassee, FL: Springer.
• Vialle, W., Heaven, P. C. L. & Ciarrochi, J. V. (2007). On being gifted, but sad and misunderstood: Social, emotional and academic outcomes of gifted students in the Wollongong Youth Study. Educational Research and Evaluation: an international journal on theory and practice, 13(6), 569-586.
• Vogl, K., & Preckel, F. (2014). Full-Time Ability Grouping of Gifted Students: Impacts on Social Self-Concept and School-Related Attitudes. Gifted Child Quarterly, 58, 51-68. doi:10.1177/0016986213513795.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Watkins, M. W., & Beaujean, A. A. (2014). Bifactor structure of the Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition. School Psychology Quarterly, 29(1), 52-63. doi:10.1037/spq0000038
• Wong, A. S. K., Li-Tsang, C. W. P., & Siu, A. M. H. (2014). Effect of a Social Emotional Learning Programme for Primary School Students. Hong Kong Journal of Occupational Therapy, 24, 56-63. doi:10.1016/j.hkjot.2014.11.001
• Wong, M. C. S., Lee, A., Jing, S., Stewart, D., & Cheng, F. F. (2009). A comparative study on resilience level between WHO health promoting schools and other schools among a Chinese population. Health Promotion International, 24, 149-155.
• Woodrow L. (2014) ANOVA, ANCOVA and MANOVA. In: Writing about Quantitative Research in Applied Linguistics. London: Palgrave Macmillan. doi:10.1057/9780230369955_7
• World Health Organization. (2000). Preventing suicide: A resource for teachers and other school staff [WHO Publication WHO/MNH/MBD/00.3]. Geneva, Switzerland: Department of Mental Health.
• Zbainos, D., & Kyritsi, A. (2011). Greek talented students’ motivation: A qualitative analysis. Gifted and Talented International, 26(1-2), 131-142. doi:10.1080/15332276.2011.116735