Hopelessness Level and Future Expectations of Gifted Students

Year 2016, Volume: 5 Issue: 1, 4 - 17, 31.01.2016

Üzeyir Ogurlu

https://doi.org/10.19128/turje.30206

Cited By: 6

Abstract

The aim of the present study is to explore future hope and expectations among gifted students. Some characteristics of gifted students may affect their view of the future positively, but some of them may have a negative influence. A mixed method was used for this research. Beck Hopelessness Scale and Positive Future Expectations Scale were administered to 65 gifted students. In order to collect the qualitative data, content analysis of these gifted students’ writings about future expectation was used. Results showed that there was no hopelessness among gifted students and that they had high positive future expectations. Also, content analysis of their writings supported quantitative measurements in the study.

Keywords

gifted students, hopelessness, future expectations

Üstün zekâlı ortaokul öğrencilerinde umutsuzluk ve gelecek beklentisi

Abstract

Üstün zekâlı öğrencilerin bazı özellikleri gelecek bakışlarını olumlu etkileyebilecekken bazı özellikleri de olumsuz etkileyebilir. Bu araştırmanın amacı, üstün zekâlı öğrencilerin gelecek umutlarını ve beklentilerini ortaya çıkarmaktır. Karma metodun kullanıldığı bu araştırmada ortaokula devam eden 65 (41 erkek, 24 kız) üstün zekâlı öğrenciye Beck Umutsuzluk Ölçeği ve Olumlu Gelecek Beklentisi Ölçeği uygulanmıştır. Ayrıca niteli verileri toplamak için de öğrencilerin gelecek beklentisi ile ilgili yazdıkları kompozisyonların içerik analizi yapılmıştır. Araştırma sonuçları üstün zekâlı öğrenciler arasında umutsuzluğun olmadığını ve üstün zekâlıların olumlu gelecek beklentisine sahip olduklarını göstermiştir. İçerik analiz de araştırmadaki nicel ölçümleri desteklemiştir.

Keywords

Üstün zekalı öğrenciler, umutsuzluk, gelecek beklentisi

References

• Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: a theory–based subtype of depression, Psychological Review, 96(2), 358 - 372.
• Adler, A. (1994). İnsan tabiatını tanıma. [Recognition of the human nature] (Çev: Ayda Yorukan). Türkiye İş Bankası Kültür Yayınları, Ankara.
• Ahmavaara, A., & Houston, D. M. (2007). The effects of selective schooling and self-concept on adolescents' academic aspiration: an examination of Dweck's self-theory. British Journal of Educational Psychology,77, 613-632.
• Beck, A. T., & Steer, R. A. (1988). Beck hopelessness scale manual. San Antonio, TX: Psychological Corporation.
• Beck, A.T., Weissman, A., Lester D., & Trexler, L. (1974). The measurement of pessimisim. Journal of Clinical and Consulting Psychology, 42, 861-865.
• Büyüköztürk, S. (2009). Sosyal bilimler için veri analizi el kitabı. [Data analysis handbook for social sciences] (10th Ed.). Ankara: Pegem Akademi.
• Callahan, C. M., Cunnigham, C. M., & Plucker, J. A. (1994). Foundations for the future: the socio-emotional development of adolescent women. Roeper Review, 17(2), 99-105.
• Cartron-Guerin, A., & Levy, P. (1980). Achievement and future time perspective among preadolescents: range, nature and optimism of future plans. Bulletin de Psychologie 33, 747–753.
• Carver, C. S., & Scheier, M. F. (1999). Optimism. In C. R. Snyder (Ed.), Coping: The psychology of what works. New York: Oxford University Press, pp. 182-20
• Ceylan, A. et. al. (2003). Anxiety-depression levels and bad habits among final year high school students: Mardin study. Anadolu Psikiyatri Dergisi, 4, 144-150.
• Creswell, J. W. (2003). Research design. Qualitative, quantitative, and mixed methods approaches. (2nd ed.). Sage publications Inc.
• Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: the roots of success and failure. Cambridge, UK: Cambridge University Press.
• Durak, A. (1994). Validity and reliability study of the beck hopelessness scale. Turk Psikoloji Dergisi, 9(3), 1-11.
• Erikson, E. H. (1994). Identity, youth, and crisis. New York: Norton.
• Eryılmaz, A. (2011). The relationship between adolescents’ subjective well-being and positive expectations towards future. The Journal of Psychiatry and Neurological Sciences, 24, 209-215.
• George, P. G., & Scheft, T. (1998). Children’s thoughts about the future: comparing gifted & nongifted students after 20 years. Journal for the Education of the Gifted, 21, 224-239.
• Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40, 179 – 183.
• Greene J. C., Krayder, H. & Mayer, E. (2005). Combining qualitative and quantitative methods in social inquiry. In B. Somekh & C. Lewin (Eds), Research methods in the social sciences. London: Sage, pp: 275-282.
• Güler, A. (2004). Relationship between self-construals and future time orientations. (Unpublished master’s thesis). Middle East Technical University, Ankara
• Hidi, S., & Haracklewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research,70, 151-179.
• Honora, D. T. (2002). The relationship of gender and achievement to future outlook among African American adolescents. Adolescence, 37(146), 301-316.
• Hortsmanshof, L., & Zimitat, C. (2007). Future time orientation predicts academic engagement among first-year university students. British Journal of Educational Psychology, 77, 703-718.
• Hunter, E. C., & O'Connor, R. C. (2003). Hopelessness and future thinking in parasuicide: The role of perfectionism. British Journal of Clinical Psychology, 42, 355-365.
• Husman, J.,& Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34, 113–125.
• İmamoglu, E. O., & Guler-Edwards, A. (2007). Self-Related differences in future time orientations. Turk Psikoloji Dergisi, 22(60), 115-132.
• İmamoglu, O. (2001). Need for cognition versus recognition: Self and family related correlates. Unpublished Research, Middle East Technical University, Ankara
• İmamoglu, S. (2005). Secure exploration: conceptualization, type, and relationships with secure attachment, self-construals and other self-related variables. (Unpublished Ph.D. Thesis) Middle East Technical University, Ankara.
• Kashan, J. H., Stoyls, M. S., Dandoy, A. C., Viadya, A. F., & Reid, J. C. (1991). Correlates of hopelessness in psychiatrically hospitalized children. Comprehensive Psychiatry,32(4), 330-337.
• Kelly, K. (1992). Career maturity of young gifted adolescents: A replication study. Journal for the Education of the Gifted, 16, 36-45.
• Kerr, B. A. & Cohn, S. J. (2001). Smart boys: talent, manhood and the search for meaning. Scottsdale, AZ: Great Potential Press.
• Kline, B. E. & Short, E. B. (1991). Changes in emotional resilience: gifted adolescent females. Roeper Review, 13, 118-121.
• Koumi, I. (2000). Self-Concept in specific academic domains, academic values and goals: A study of comprehensive multisectoral lyceum students in Greece. Psychology: The Journal of the Hellenic Psychological Society, 7, 309-323.
• Lancaster, Vanessa A. (2012). Academically gifted adolescents transferring to an independent gifted school: Effects on academic identity. (Unpublished Master's thesis), Eastern Michigan University, ABD
• Landau, E. (1976). The questions children ask. Futures, 8, 154-162.
• Lavender, A., Watkins, E. (2004). Rumination and future thinking in depression. British Journal of Clinical Psychology, 43, 129–142.
• Lens, W., & Rand, P. (2000). Motivation and cognition: Their role in the development of giftedness. In K. A. Heller, Monks, F. J., Sternberg, R. J. & Subotnik, R. F. (Eds). International Handbook of Giftedness and Talent (2nd ed), Oxford, England: Elsevier, pp: 193-202.
• Lovecky, D. (1993). The quest for meaning: Counseling issues with gifted children and adolescents. In L. K. Silverman (Ed). Counseling the gifted and talented, Denver: Love, pp: 29–47.
• Lovecky, D. V. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, 15(1), 18-25.
• Ludtke, O., Koller, O., Marsh, H. W., & Trautwein, U. (2005). Teacher frame of reference and the big-fish-little-pond effect. Contemporary Educational Psychology, 30, 263-285.
• MacLeod, A. K., Byrene, A. (1996). Anxiety, depression, and the anticipation of future positive and negative experiences. Journal of Abnormal Psychology, 105, 286-289.
• Mello, Z. R., & Worrell, F.C. (2006). Time perspective, age, gender, and academic achievement in academically talented adolescents. Journal for the Education of the Gifted, 29, 271-289.
• Miles, M. B., &. Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.),Newbury Park, CA: Sage.
• Moon, S. M., & Feldhusen, J. F. (1993). Accomplishments and future plans of high school seniors who participated in an elementary enrichment program. Roeper Review, 15(3), 176-178
• Morisano, D. & Shore, B. M. (2010). Can personal goal setting tap the potential of the gifted underachiever? Roeper Review, 32, 249-258.
• Neblett N. G. & Cortina, K. S. (2006). Adolescents’ thoughts about parents’ jobs and their importance for adolescents’ future orientation. Journal of Adolescence, 29, 795-811.
• Nurmi, J. E. (1991). How do adolescents see their future? A review of the development of future-orientation and planning. Developmental Review, 2, 1-59.
• Nurmi, J. E. (1993). Adolescents’ development in an age-graded context: the role of personal beliefs, goals, and strategies in the tackling of developmental tasks and standards. International Journal of Behavioral Development, 16, 169-189.
• Nurmi, J. E., Poole, M. E., & Kalakoski, V. (1994). Age differences in adolescent future-oriented goals, concerns, and related temporal extension in different sociocultural contexts. Journal of Youth and Adolescence, 23, 471-486.
• Nurmi, J. E. (2004). Socialization and self-development. channeling, selection, adjustment, and reflection. In R. M. Lerner, Steinberg, L., & Hoboken,N. J. (Eds), Handbook of adolescent psychology (Vol. 2). N.J: John Wiley & Sons, pp: 85-124.
• Nuttin, J. & Lens, W. (1985). Future time perspective and motivation: Theory and research method. Hillsdale, NJ: Erlbaum.
• O’Conner, R. C., Connery, H. & Cheyne, W. M. (2000). Hopelessness: The role of depression, future directed thinking and cognitive vulnerability. Psychology, Health and Medicine, 5(2), 155-162.
• O’Connor, R. C., O’Connor, D. B., O'Connor, S. M., Smallwood, J. M., & Miles, J. (2004). Hopelessness, stress and perfectionism: the moderating effects of future thinking. Cognition and Emotion, 18, 1099-1120.
• Olszewski-Kubilius, P. M., Kulieke, M. J., & Krasney, N. (1988). Personality dimensions of gifted adolescents: A review of the empirical literature. Gifted Child Quarterly, 32, 347-52.
• Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
• Passow, A. H. (1988). Educating gifted persons who are caring and concerned. Roeper Review, 11, 13-15.
• Perrone, P. A. (1997). Gifted individuals' career development. In N. Colangelo, & G. Davis (Eds). Handbook of Gifted Education (2nd ed.), MA: Allyn and Bacon, pp: 398-407
• Perry, B. D. (2002). Resilience: Where does it come from? Early Childhood Today, 17(2), 24-26.
• Phalet, K., Andriessen, I., & Lens, W. (2004). How future goals enhance motivation and learning in multicultural classrooms. Educational Psychology Review, 16, 59–89.
• Pyryt, M. C., & Mendaglio, S. (1994). The multidimensional self-concept: A comparison of gifted and average-ability adolescents. Journal for the Education of the Gifted, 17, 299-305.
• Roeper, A. (1988). Should educators of the gifted and talented be more concerned with world issues? Roeper Review, 11, 12-13.
• Schuler, P. A. (1999). Voices of perfectionism: Perfectionistic gifted adolescents in a rural middle school (RM99140). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
• Seber, G., Dilbaz, N., Kaptanoglu, C., & Tekin, D. (1993). Umutsuzluk ölceği: Geçerlilik ve güvenirliği. [Hopelessness scale: Reliability and validity]. Kriz Dergisi, 1(3), 139-142.
• Seber, G. (1991). A study about validity and reliability of Beck Hopelessness Scale (Unpublished Ph. D. Thesis), Anadolu Universitesi, Eskisehir
• Seginer, R. (1988). Adolescents facing the future. Cultural and sociopolitical perspectives. Youth Society, 19, 314-333.
• Seginer, R. (2008). Future orientation in times of threat and challenge: how resilient adolescents construct their future. International Journal of Behavioral Development, 32(4), 272-282.
• Shavinina, L. V. (2009). Entrepreneurial giftedness. In L. Shavinina (Ed), International Handbook on Giftedness, Dordrecht: Springer, pp: 793–807.
• Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17, 110-116.
• Şimşek, H. (2012). Future expectations of high school students in southeastern Turkey: Factors behind future expectations. Kuramsal Egitimbilim Dergisi, 5(1), 90-109
• Singer, B. D. (1974). The future-focused role image. In A. Toffler (Ed), Learning for Tomorrow: The Role of the Future in Education. New York: Vintage Books, pp: 19-32.
• Snyder, et. al. (1991). The will and the ways: Development and validation of an individual differences measure of hope. Journal of Personality and Social Psychology, 60, 570 -585.
• Tallent-Runnels, M. K., & Yarbrough, D. W. (1992). Effects of the future problem solving program on children’s concerns about the future. Gifted Child Quarterly, 36, 190–194.
• Taner, D. M. (2013). Determining the relationship between aggressiveness and hopelessness levels of 10-11 years of children. The Journal of Academic Social Science Studies, 6(2), 879-889.
• Tavsancıl, E. & Arslan, A. E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. [Content analysis and application samples for verbal (oral), written and other materials] İstanbul: Epsilon Yayınevi.
• Torrance, E. P. (1978). Giftedness in solving future problems. Journal of Creative Behavior, 12, 75-86.
• Torrance, E. P. (1993). The beyonders in a thirty year longitudinal study of creative achievement. Roeper Review, 15, 131–135.
• Webb, J. T., Gore, J. L., Amend, E. R., & De Vries, A. R. (2007). A parent’s guide to gifted children. Scottsdale, Arizona: Great Potential Press.
• Wilms, D. (1986). Patron’s opening address. In A. J. Cropley, K. K. Urban, H. Wagner, & W. Wieczerkowski (Eds). Giftedness: A Continuing Worldwide Challenge. New York, NY: Trillium Press, pp: 16–20.
• Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students. Gifted Child Quarterly, 58, 111-126.
• Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual differences metric. Journal of Personality and Social Psychology, 77 (6), 1271-1288.