The Relationship of Loneliness and Life Satisfaction among Gifted Adolescents

Yıl 2016, Sayı: 31, 161 - 184, 01.06.2016

Üzeyir Ogurlu Fazilet Yavuz Birben Ercan Öpengin , Hatun Sevgi Yalın

Öz

The purpose of this study was to explore the relationship between loneliness and life satisfaction
among gifted adolescents. The study was conducted with a sample of 106 gifted middle school
students who chosen by purposive sampling method. Data were collected by using UCLA
Loneliness Scale and Multidimensional Student Life Satisfaction Scale. As a result of analyses, a
significant negative relationship was observed between loneliness level and life satisfaction of
participants. There were no differences found between boys and girls in tems of life satisfaction and
loneliness level. As a result of simple regression analysis, 35% of the total variance of life
satisfaction level of gifted adolescents was appeared to be explained by their loneliness level.
However, these results show that in gifted students’ school and social life taken preventive
measures for loneliness will increase their life satisfaction.

Anahtar Kelimeler

Gifted Adolescents, Lonileness, Life Satisfaction

Üstün Zekâlı Ergenlerde Yalnızlık ve Yaşam Doyumu İlişkisi

Öz

Bu araştırmada, üstün zekâlı ergenlerde yalnızlık ve yaşam doyum düzeyi arasındaki ilişki incelenmiştir. Çalışmaya 106 üstün zekâlı ortaokul öğrencisi amaçlı örneklem yöntemi ile seçilmiştir. Araştırmada UCLA Yalnızlık Ölçeği ve Çokboyutlu Öğrenci Yaşam Doyumu Ölçeği kullanılmıştır. Araştırma sonucunda yalnızlık ile yaşam doyumu arasında negatif yönde ilişki olduğu ve örneklemde yer alan üstün zekâlı ergenlerin yaşam doyumu ve yalnızlık düzeyinin cinsiyete göre farklılaşmadığı görülmüştür. Ayrıca, basit regresyon analizi sonucunda, yaşam doyumuna ilişkin toplam varyansın %35’inin üstün zekâlı katılımcıların yalnızlık düzeyi ile açıklandığı ortaya çıkmıştır. Bu bulgular, okullarda ve sosyal ortamlarında üstün zekâlı ergenlerin yalnızlık yaşamalarını önleyici tedbirlerin, onların yaşam doyumlarını arttıracağını göstermektedir

Anahtar Kelimeler

Üstün zekâlı ergenler, Yalnızlık, Yaşam doyumu

Kaynakça

• Abolghasemi, A. & Varaniyab, S.T. (2010). “Resilience and perceived stress: predictors of life satisfaction in the students of success and failure”. Procedia-Social and Behavioral Sciences, 5: 748-752.
• Ash, C. & Huebner, E.S. (1998). “Life satisfaction reports of gifted middle-school children”. School Psychology Quarterly, 13: 310–321. doi: 10.1037/h0088987
• Bergold, S., Wirthwein, L., Rost, D.H. & Steinmayr, R. (2015). “Are gifted adolescents more satisfied with their lives than their non-gifted peers”? Frontiers in Psychology, 6. 1623.doi: 10.3389/fpsyg.2015.01623
• Boland, C.M. & Gross, M.U. (2007). Counseling highly gifted children and adolescents. In S. Mendaglio & J. S. Peterson (Eds.), Models of counseling: Gifted children, adolescents, and adults. Waco, TX: Prufrock Press, 153-194.
• Bradley, R.H. & Corwyn, R.F. (2004). “Life satisfaction among European American, African American, Chinese American, Mexican American, and Dominican American adolescents”. International Journal of Behavioral Development, 28: 385– 400.
• Brage, D., Meredith, W. & Woodward, J. (1993). “Correlates of loneliness among midwestern adolescents.” Adolescence, 28(111): 685.
• Buluş, M. (1996). Ergen Öğrencilerde Denetim Odağı-Yalnızlık Düzeyi İlişkisi. Yüksek lisans tezi, Dokuz Eylül Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir.
• Buluş, M. (1997). “Üniversite öğrencilerinde yalnızlık”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 3: 82-90.
• Callahan, M.R., Tolman, R.M. & Saunders, D.G. (2003). “Adolescent dating violence victimization and psychological well-being”. Journal of Adolescent Research, 18: 664–681.
• Casas, F., Figuer, C., Gonzalez, M., Malo, S., Alsinet, C. & Subarroca, S. (2007). “The well- being of 12 - to 16-year-old adolescents and their parents: Results from 1999 to 2003 Spanish samples”. Social Indicators Research, 83: 87–115.
• Casas, F., Gonzalez. M, Figuer, C. & Coenders, G. (2004). “Subjective well-being. values and goal achievement: The case of planned versus by chance searches on the Internet”. Social Indicators Research, 66: 123–141.
• Chan, D.W. (2012). “Life satisfaction. happiness. and the growth mindset of healthy and unhealthy perfectionists among Hong Kong Chinese gifted students”. Roeper Review, 34(4): 224-233.
• Chipuer, H.M., Bramston, P. & Pretty, G. (2003). “Determinants of subjective quality of life among rural adolescents: A developmental perspective”. Social Indicators Research, 61(1): 79-95.
• Chow, H.P.H. (2005). “Life satisfaction among university students in a Canadian prairie city: A multivariate analysis”. Social Indicators Research, 70: 139-150.
• Coleman, L.J. & Cross. T.L. (2001). Being gifted in school: An introduction to development. guidance. and teaching. Waco. TX: Prufrock Press.
• Çam, Z. ve Artar, M. (2014). “Ergenlikte yaşam doyumu: Okul türleri bağlamında bir inceleme”. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 2(1): 23-46.
• Çıkrıkçı, Ö. (2012). Üstün Yetenekli Öğrencilerin Bilişötesi Farkındalık Düzeyleri İle Öz Yeterlik Algılarının Yaşam Doyumunu Yordama Gücü. Yüksek Lisans Tezi, Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
• Çivitci, A. (2009). “İlköğretim öğrencilerinde yaşam doyumu: Bazı kişisel ve ailesel özelliklerin rolü”. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(1): 29-52.
• Çivitci, N., Çivitci, A. ve Fiyakalı, C. (2009). “Anne-babası boşanmış ve boşanmamış olan ergenlerde yalnızlık ve yaşam doyumu”. Kuram ve Uygulamada Eğitim Bilimleri, 9(2): 493-525.
• Çivitçi, A. (2007). “Çokboyutlu öğrenci yaşam doyumu ölçeğinin Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışmaları”. Eğitim Araştırmaları Dergisi, 26: 51-60.
• Danielsen, A.G., Samdal, O., Hetland, J. & Wold, B. (2009). “School-related social support and students' perceived life satisfaction”. Journal of Educational Research, 102: 303–320.
• De Jong Gierveld, J. (1998). “A review of loneliness: Concept and definitions, determinants and consequences”. Review in Clinical Geontology, 8: 73-80.
• Demir, A. (1989). “UCLA yalnızlık ölçeğinin geçerliği ve güvenirliği”. Türk Psikoloji Dergisi, 7 (23): 14-18.
• Demo, D.H. & Acock, A.C. (1996). “Family structure. family process. and adolescent well- being”. Journal of Research on Adolescence, 6: 457–488.
• Dew, T. & Huebner, E.S. (1994). “Adolescents' perceived quality of life: An exploratory investigation”. Journal of School Psychology, 32(2): 185-199.
• Diener, E. & Fujita, F., (1995). “Resources, personal strivings, and subjective well-being: a nomothetic and idiographic approach”. Journal of Personality and Social Psychology, 68, 5: 926-935.
• Diener, E. (1984). “Subjective well-being”. Psychogical Bulletin, 95(3): 542-575.
• Diener, E.D. & Biswas-Diener, R. (2002). “Will money increase subjective well-being?” Social Indicators Research, 57(2): 119-169.
• Diener, E.D. (2000). “Subjective well-being: The science of happiness and a proposal for a national index”. American Psychologist, 55: 34–43.
• Diener, E.D. (Ed.). (2009). Culture and well-being: The collected works of Ed Diener (Vol. 38). Springer Science & Business Media.
• Erkuş, A. (2012). Davranış bilimleri için bilimsel araştırma süreci. (Gözden Geçirilmiş 4. Baskı). Ankara: Seçkin Yayın Evi.
• Field, T., Harding, J., Yando, R. & Gonzalez, K. (1998). “Feelings and attitudes of gifted students”. Adolescence, 33(130): 331.
• Fogle, L.M., Huebner, E.S. & Laughlin, J.E. (2002). “The relationship between temperament and life satisfaction in early adolescence: Cognitive and behavioral mediation models”. Journal of Happiness Studies, 3: 373–392.
• Freeman, J. (2013). “The long-term effects of families and educational provision on gifted children”. Educational and Child Psychology, 30 (2): 7-17.
• Funk, B.A., Huebner, E.S. & Valois, R.F. (2006). “Reliability and validity of a brief life satisfaction scale with a high school sample”. Journal of Happiness Studies, 7(1): 41-54.
• Galbraith, J. (1985). “The eight great gripes of gifted kids: Responding to special needs”. Roeper Review, 8: 15-18.
• Gilman, R. & Ashby, J.S. (2003). “A first study of perfectionism and multidimensional life satisfaction among adolescents”. Journal of Early Adolescence, 23: 218–235.
• Gilman, R. & Huebner, E.S. (2000). “Review of life satisfaction measures for adolescents”. Behavior Change, 17: 178–195.
• Gilman, R. & Huebner, E.S. (2006). “Characteristics of adolescents who report very high life satisfaction”. Journal of Youth and Adolescence, 35: 293-301.
• Gilman, R. (2001). “The relationship between life satisfaction. social interest. and frequency of extracurricular activities among adolescent students”. Journal of Youth and Adolescence, 30: 749–767.
• Gilman, R., Ashby, J.S., Sverko, D., Florell, D. & Varjas, K. (2005). “The relationship between perfectionism and multidimensional life satisfaction among Croatian and American youth”. Personality and Individual Differences, 39: 155–166.
• Gümüşbaş, B. (2008). Stresle Başa Çıkma Yollarının İlkögretim İkinci Kademe Öğrencilerinin Stresle Başa Çıkma Yöntemleri ve Yaşam Doyumu Üzerindeki Etkisinin İncelenmesi. Yüksek lisans tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
• Gün, Z. ve Bayraktar, F. (2008). “Türkiye'de iç göçün ergenlerin uyumundaki rolü”. Türk Psikiyatri Dergisi, 19: 167-176.
• Huebner, E.S. (1991). “Correlates of life satisfaction in children”. School Psychology Quarterly, 6(2): 103-111.
• Huebner, E.S., Antaramian. S., Hills. K., Lewis. A. & Saha. R. (2010). “Stability and predictive validity of the BMSLSS”. Child Indicators Research, 4: 161-168.
• Jones T. W. (2014). “Equally cursed and blessed: do gifted and talented children experience poorer mental health and psychological well-being?” Educational Child Psychology, 30: 44–66.
• Jost, M. (2006). İleri zekâlı çocukları tespit etmek ve desteklemek. (Çev. A. Kanat). İzmir: İlya Yayıncılık.
• Kabakçı, Ö.F. ve Totan, T. (2013). “Sosyal ve duygusal öğrenme becerilerinin çok boyutlu yaşam doyumuna ve umuda etkisi”. Kuramsal Eğitimbilim Dergisi, 6(1): 40-61.
• Kapıkıran Ş. ve Yağcı U. (2012). “Ergenlerin yalnızlık ve yaşam doyumu: Çalgı çalma ve müzik topluluğuna katılmanın aracı ve farklılaştırıcı rolü”. Elementary Education Online, 11(3): 738-747.
• Karaoğlu, N., Avşaroğlu, S. ve Deniz, M.E. (2009). “Yalnız mısın? Selçuk Üniversitesi öğrencilerinde yalnızlık düzeyi ile ilgili bir çalışma”. Marmara Medical Journal, 22(1): 19-26.
• Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın.
• Kaya, A. (2005). “Farklı sosyometrik statülerdeki ilköğretim 2.kademe öğrencilerinin benlik kavramı ve yalnızlık düzeyleri”. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(23): 7-19.
• Kılınç, H. ve Sevim, S.A. (2005). “Ergenlerde yalnızlık ve bilişsel çarpıtmalar”. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(2): 67-89.
• Koçak, E. (2008). Ergenlerde Yalnızlığın Yordayıcısı Olarak Benlik Saygısı ve Sürekli Öfke ve Öfke İfade Tarzlarının İncelenmesi. Yüksek lisans tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
• Koçak, R. ve İçmenoğlu, E. (2012). “Üstün yetenekli öğrencilerin duygusal zekâ ve yaratıcılık düzeylerinin yaşam doyumlarını yordayıcı rolü”. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(37): 73-85.
• Lee, S.Y, (2002). “The effects of peers on the academic and creative talent development of a gifted adolescent male”. Journal of Secondary Gifted Education, 14: 19-29.
• Leung, C., Pe-Pua, R. & Karnilowicz, W. (2006). “Psychological adaptation and autonomy among adolescents in Australia: A comparison of Anglo-Celtic and three Asian groups”. International Journal of Intercultural Relations, 30: 99–118.
• Lubinski, D., Benbow. C.P. & Kell, H.J. (2014). “Life paths and accomplishments of mathematically precocious males and females four decades later”. Psychological Science. 25: 2217–2232. doi: 10.1177/0956797614551371
• Luftig, R.L. & Nichols, M.L. (1990). “Assessing the social status of gifted students by their age peers”. Gifted Child Quarterly, 34: 111-115.
• Ma, C.Q. & Huebner, E.S. (2008). “Attachment relationships and adolescents’ life satisfaction: Some relationships matter more to girls than boys. Psychology in the Schools, 45(2): 177-190.
• McWhirter, B.T., Besett-Alesch, T.M., Horibata, J. ve Gat, I. (2002). “Loneliness in high risk adolescents: The role of coping self-esteem. and empathy”. Journal of Youth Studies, 5(1): 69-84.
• Mijuskovic, B. (1988). “Loneliness and adolescent alcoholism”. Adolescence, 23: 503-516.
• Milgram, R.M. & Hong, E. (1999). “Creative out-of-school activities in intellectually gifted adolescents as predictors of their life accomplishment in young adults: A longitudinal study”. Creativity Research Journal, 12(2): 77-87.
• Moore D. & Schultz N.R. (1983). “Loneliness at adolescence: correlates, attributions, and coping”. Youth and Adolescense, 12: 95-100.
• Mroczek, D.K. & Kolarz, C.M. (1998). “The effect of age on positive and negative affect: A developmental perspective on happiness”. Journal of Personality and Social Psychology, 75 (5): 1333-1349.
• Myers, D. & Diener, E. (1995). “Who is happy?” Psychological Science, 6 (1): 10-19.
• Neihart, M. (1999). “The impact of giftedness on psychological well-being: what does the empirical 10.1080/02783199909553991 say?” Roeper Review, 22: 10–17. doi:
• Neihart, M., Reis, S.M., Robinson, N.M. & Moon, S.M. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press, Inc.
• Nickerson, A.B. & Nagle, R.J. (2004). “The influence of parent and peer attachments on life satisfaction in middle childhood and early adolescence”. Social Indicators Research, 66: 35-60.
• Oberle, E., Schonert-Reichl, K.A. & Zumbo, B.D. (2011). “Life satisfaction in early adolescence: Personal, neighborhood, school, family and peer influences”. Journal of Youth Adolescence, 40: 889–901.
• Ogurlu, Ü., Şişman, S. ve Yaman, Y. (Mart, 2009). “Üstün zekâlı ve yetenekli ergenler ile normal ergenlerin yalnızlık düzeylerinin karşılaştırılması”. Üstün Yetenekli Çocuklar 2.Ulusal Kongresi: Yeni Açılımlar, Eskişehir.
• Oliva, A. & Arranz, E. (2005). “Sibling relationships during adolescence”. European Journal of Developmental Psychology, 2: 253–270.
• Ouellet, R. & Joshi, P. (1986). Loneliness in relation to depression and self- esteem. Psychological reports, 58(3), 821-822.
• Öpengin, E. ve Sak, U. (2012). “Üstün zekâlı öğrencilerin bakış açısıyla üstün zekâ etiketinin öğrencilerin çeşitli algıları üzerindeki etkileri”. Turkish Journal of Giftedness and Education, 2(1): 37-59.
• Parker, J.G. & Asher, S.R. (1993). “Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction”. Developmental Psychology, 29: 611–621.
• Peterson, J.S. (2000). “A follow‐up study of one group of achievers and underachievers four years after high school graduation”. Roeper review, 22(4): 217-224.
• Plucker, J. & Callahan, C.M. (eds). (2008). Critical Issues and Practices in Gifted Education: What the Research Says. Waco. TX: Prufrock Press.
• Qualter, P. & Munn, P. (2002). “The separateness of social and emotional loneliness in childhood”. Journal of Child Psychology and Psychiatry, 43: 233–244.
• 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.
• 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.
• Robinson, N.M. & Noble, K.D. (1991). Social-emotional development and adjustment of gifted children. In M.G. Wang, M.C. Reynolds & H. J. Walberg (Eds.), Handbook of special education: Research and practice. New York: Pergamon Press, 23–36.
• Sak, U. (2014). Üstün zekâlılar. Ankara: Vize Yayıncılık.
• Seçim, Ö.Y., Alpar, Ö. ve Algür, S. (2014). “Üniversite öğrencilerinde yalnızlık: Akdeniz üniversitesinde yapılan ampirik bir araştırma”. Elektronik Sosyal Bilimler Dergisi, 48(48): 200-2015.
• Segrin, C., Hanzal, A., Donnerstein, C., Taylor, M. & Domschke, T.J. (2007). “Social skills, psychological well-being, and the mediating role of perceived stress”. Anxiety, Stress and Coping, 20(3): 321-329. 10.1080/10615800701282252
• Seligson, J.L., Huebner, E.S. & Valois, R.F. (2003). “Preliminary validation of the brief multidimensional students’ life satisfaction scale (BMSLSS)”. Social Indicators Research, 61: 121-145.
• Silverman, L.K. (1993). Counseling the gifted and talented. Denver: Love Publishing Co.
• Sletta, O., Valas, H., Skaalvik, E. & Sobstad, F. (1996). “Peer relations. loneliness and self- perceptions in school-aged children”. British Journal of Educational Psychology, 66(4): 431-445.
• Stevenson, W., Maton, K.I. & Teti, D.M. (1999). “Social support relationship quality and well-being among pregnant adolescents”. Journal of Adolescence, 22: 109-121.
• Strip, C., Swassing, R. & Kidder, R. (1991). “Female adolescents counseling female adolescents: A first step in emotional crisis intervention”. Roeper Review, 13: 124- 128.
• Suldo, S. M., Shaffer, E. J. & Riley, K. N. (2008). “A social-cognitive-behavioral model of academic predictors of adolescents' life satisfaction”. School Psychology Quarterly, 23(1): 56-69.
• Suldo, S.M. & Huebner, E.S. (2006). “Is extremely high life satisfaction during adolescence advantageous?” Social Indicators Research, 78(2): 179-203.
• Suldo, S.M., Riley, K.N. & Shaffer, E.J. (2006). “Academic correlates of children and adolescents' life satisfaction”. School Psychology International, 27(5): 567-582.
• Sun-Mi & Mi-Hyun (2013). “Comparison of time management behavior life satisfaction between gifted middle school students and general students. and relationship between the time management behaviors and life satisfaction”. Journal of Gifted/Talented Education, 23(3): 315-333.
• Tarhan, N. (Eylül, 1998). “Ergenlerin sosyometrik statüleri, cinsiyetleri, akademik başarıları, sınıf düzeyleri ve devam ettikleri okulların sosyo ekonomik statüsü ile yalnızlık duyguları arasındaki ilişki.” 7. Eğitim Bilimleri Ulusal Eğitim Kongresi. . Konya.
• Tezel, A., Gürol A. ve Özkan A. (2012). “Türkiye'deki ilköğretim öğrencilerinin yalnızlık düzeylerinin araştırılması”. Bozok Tıp Dergisi, 2(1): 1-9.
• Tuzgöl-Dost, M. (2010). “An examination of subjective well-being and life satisfaction of students attending to universities in South Africa and Turkey”. Eğitim ve Bilim, 35(158): 75-89.
• Valois, R.F., Paxton, R.J., Zullig, K.J. & Huebner, E.S. (2006). “Life satisfaction and violent behaviors among middle school students”. Journal of Child and Family Studies, 15: 695–707.
• Valois, R.F., Zullig, K.J., Huebner, E.S. & Drane, J.W. (2004). “Physical activity behaviors and perceived life satisfaction among public high school adolescents”. Journal of School Health, 74: 59–65.
• Veenhoven, R. (1996). The study of life satisfaction. In W.E. Saris, R. Veenhoven, A.C. Scherpenzeel, & B. Bunting (Eds.), A comparative study of satisfaction with life in Europe Budapest: Eštvšs University Press, 11-48.
• Yıldız, M.A. ve Duy, B. (2015). “Sokakta çalışmak ve gelir düzeyi erinlerin benlik saygısı, yaşam doyumu ve depresyon düzeylerine etki eder mi? (Diyarbakır İli Örneği)”. İlköğretim Online, 14(2): 522-537.
• Yılmaz, E. ve Altınok, V. (2009). “Okul yöneticilerinin yalnızlık ve yaşam doyum düzeylerinin incelenmesi”. Kuram ve Uygulamada Eğitim Yönetimi Dergisi,15(3): 451-470.
• Yoo, J.E. & Moon, S.M. (2006). “Counseling needs of gifted students: an analysis of ıntake forms at a university- based counseling center”. Gifted Child Quarterly, 50(1): 52- 61.
• Ziegler A., Raul T. (2000). “Myth and reality: a review of empirical studies on giftedness”. High Ability Studies, 11: 113–136.
• Zullig, K.J., Valois, R.F., Huebner, E.S. & Drane, J.W. (2005). “Adolescent health-related quality of life and perceived satisfaction with life”. Quality Of Life Research, 14(6): 1573-1584.